Educational endeavors are enriched by diverse forms of knowledge and experience and, particularly in urban schools, by children and teachers from diverse backgrounds. Although our educational task has always been one of teaching other people’s ideas to other people’s children, we do not necessarily act as if we know this. Recent work in critical pedagogy as well as revised perspectives in traditional disciplines such as psychology can be used in ongoing efforts to improve the education of all children. The generation and shared evaluation of many and diverse ideas must shape the educational process.
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