This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals—the processes of using a community organization to lead the discussion and obstacles inherent to university settings. Knowledge about urban communities is an area that is often neglected in teacher preparation and one that needs to be more fully considered.
|Original language||English (US)|
|Number of pages||10|
|Journal||Equity and Excellence in Education|
|State||Published - Feb 1 2006|
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