Beyond the Classroom Walls
Ethnographic Inquiry as Pedagogy

This book integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and low-income youths in schools and other social service agencies.

Teachers in low-income communities face serious impediments to effective teaching and learning. Through a unique blend of research and field experience, this book seeks to overcome the lack of communication and mutal understanding between teachers and students in urban schools. June Gordon provides nine case studies with insights as to how educators in urban settings may begin to understand the complexity of their students' lives, engaging those same students in the process of this discovery. Beyond the Classroom Walls provides inspiration and assistance to urban educators, concerned community members, or parents wishing to transform the way they view their community and the profession of teaching.

Introduction: Research as Critical Dialogue Grounds: A Transformative Pedagogy Part I: Undergraduate Teacher Education 1. Students Re-Engaging their Home Communities 2. Immigrants and Education: Dialogic Inquiry as Pedagogy 3. Future Teachers Assist in Urban, Low-income, Multicultual Classrooms Part II: Graduate Education: Credential Programs 4. "Masks of Normality": Teacher Training on a Military Base
5. Confronting the Larger Community of Helping Professionals 6. Home Visits Part III: Graduate Education: Veteran Teachers 7. Deconstructing Youth At-risk 8. Adult Educators Inquire into Workplace Stress Part IV: Institutional Researchers Part IV: Institutional Researchers 9. First Quarter Attrition: Community College Staff and Faculty Ask Why
Conclusion: An Outline of My Approach