This conceptual article aims to clarify the important relationship between the fields of social foundations of education (SFE) and urban education (UE). We argue that SFE (a) enables more precise understandings of urban in one’s preparation to practice in or conduct research with implications for urban schooling contexts and (b) strengthens one’s capacity to identify the questions and pedagogical and methodological approaches central to enacting justice-oriented education research and practice. This article calls attention to three specific SFE subdisciplines—history, philosophy, and sociology of education—as necessary complements to any education program of study, building our argument from an examination of SFE’s relationship to UE specifically. Accessing multidisciplinary perspectives to deeply understand and address vexing challenges posed by (urban) space and place is a central feature of this article.
CarterP. L.WelnerK. G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
11.
DannsD. (2014). Desegregating Chicago’s public schools: Policy implementation, politics and protest, 1965–1985. Palgrave-McMillan.
12.
FosterM. (1997). Black teachers on teaching. New Press.
13.
GirouxH. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53, 257–293.
14.
GreenT. L. (2015). Places of inequality, places of possibility: Mapping “opportunity in geography” across urban school-communities. The Urban Review, 47(4), 717–741.
15.
HartlepN. D.PorfilioB. J.OttoS.O’BrienK. (2015). What we stand “for”, not “against”: Presenting our teacher education colleagues with the case for social foundations in PK-12 teacher preparation programs. Educational Foundations, 28(1–4), 135–150.
16.
HenryA. (1998). Taking back control: African Canadian women teachers’ lives and practice. SUNY Press.
17.
HorsfordS.ScottJ. T.AndersonG. A. (2018). The politics of education in the era of inequality. Routledge.
18.
HurnC. J. (1993). The limits and possibilities of schooling: An introduction to the sociology of education. Pearson College Division.
19.
IrbyD. J. (2015). Urban is floating face down in the mainstream: Using hip-hop-based education research to resurrect “the Urban” in urban education. Urban Education, 50(1), 7–30.
Ladson-BillingsG. (1994). Who will teach our children: Preparing teachers to successfully teach African American students. In HollinsE. R.KingJ. E.HaymanW. C. (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 129–142). State University of New York Press, Albany.
22.
LareauA. (2011). Unequal childhoods: Class, race, and family life. University of California Press.
23.
LipmanP. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. Taylor & Francis.
24.
LoveB. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
25.
MasseyD. S.DentonN. A. (1988). The dimensions of residential segregation. Social forces, 67(2), 281–315.
26.
MasseyD. S.DentonN. A. (1993). American apartheid. Harvard University Press.
27.
MilnerH. R.IV (2012). But what is urban education?Urban Education, 47(3), 556–561.
28.
MilnerH. R.IVLomoteyK. (Eds.). (2013). Handbook of urban education. Routledge.
29.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 113–130.
30.
NoddingsN. (2016). Philosophy of education (4th ed.). Routledge.
31.
NogueraP. (2003). City schools and the American dream: Reclaiming the promise of public education (Vol. 17). Teachers College Press.
32.
NxumaloF.CedilloS. (2017). Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), 99–112.
33.
OrfieldG.KucseraJ.Siegel-HawleyG. (2012). E pluribus . . . separation: Deepening double segregation for more students. The Civil Rights Project.
34.
PhilipT. M. (2013). Articulating the purpose of a social foundations of education course through instructor self-interviews. Studying Teacher Education, 9(3), 203–218.
35.
Siddle WalkerV. S. (1996). Their highest potential: An African American school community in the segregated South. University of North Carolina Press.
36.
StevensonH. C. (2014). Promoting racial literacy in schools: Differences that make a difference. Teachers College Press.
37.
SwansonD. P.CunninghamM.SpencerM. B. (2003). Black males’ structural conditions, achievement patterns, normative needs, and “opportunities.”Urban Education, 38(5), 608–633.
38.
Todd-BrelandE. (2018). A political education: Black politics and education reform in Chicago since the 1960s. UNC Press Books.
39.
TozerS. E. (2018). Social foundations of education as an unwelcome counter-narrative and as educational praxis. Educational Studies, 54(1), 89–98.
40.
TozerS. E.ButtsF. (2010). The evolution of social foundations of education. In TozerS. E.GallegosB. P.HenryA. M. (Eds.) Handbook of research in the social foundations of education (pp. 4–14). Routledge.
41.
TozerS. E.GallegosB. P.HenryA. M.GreinerM. B.PriceP. G. (2010). Preface. In TozerS. E.GallegosB. P.HenryA. M. (Eds.) Handbook of research in the social foundations of education (pp. xi–xiv). Routledge.
42.
TyackD. B. (1974). The one best system: A history of American urban education (Vol. 95). Harvard University Press.
43.
Venzant ChambersT. T. (2009). The “receivement gap”: School tracking policies and the fallacy of the “achievement gap.” Journal of Negro Education, 78(4), 417–431
44.
Venzant ChambersT. T.HugginsK. S.LockeL. A.FowlerR. M. (2014). Between a “ROC” and a school place: The role of racial opportunity cost in the educational experiences of academically successful students of color. Educational Studies, 50(5), 464–497.
45.
Venzant ChambersT. T.McCreadyL. T. (2011). “Making space” for ourselves: African American student responses to their marginalization. Urban Education, 46(6), 1352–1378.
46.
WarrenC. A. (2015). Conflicts and contradictions: Conceptions of empathy and the work of good-intentioned early career White female teachers. Urban Education, 50(5), 572–600.
47.
WarrenC. A. (2016). “We learn through our struggles”: Nuancing notions of urban Black male academic preparation for postsecondary success. Teachers College Record, 118(6), 1–38.
48.
WarrenC. A. (2017). Urban preparation: Young Black men moving from Chicago’s south side to success in higher education. Harvard Education Press.
49.
WatkinsW. H. (Ed.). (2014). The assault on public education: Confronting the politics of corporate school reform. Teachers College Press.
50.
WeisL.KupperM. M.CiupakY.StichA.JenkinsH.LalondeC. (2010). Sociology of education in the United States, 1966-2008. In TozerS.GallegosB. P.HenryA. H. (Eds.), Handbook of research in the social foundations of education (pp. 15–40). Routledge.
51.
WilkersonI. (2012). Warmth of other suns: The epic story of America’s great migration. Vintage Press.
