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U.S. educational policy and practice adhere to the old proverb that "children should be seen and not heard."… Arguments for children—often made by children themselves—having voice and taking action on matters that affect their lives are rarely taken seriously.… Nevertheless, protecting children's welfare need not exclude inviting them to speak on education issues. In some countries, such as Australia, New Zealand, Portugal, and the United Kingdom, children's voices and opinions are considered vital…. In the United States, children's voices are not sought out. They are most often the "objects of inquiry,"… [seen]…"as either a window onto universal psychological laws or as indicators of treatment effects. In both cases, the children themselves are simply instruments…vehicles for measuring outcomes."… Black and brown children in particular are made into "objects of inquiry," and are accordingly more watched, restricted, and disciplined.… Further, black and brown children, especially in poor and urban communities, have had their humanity devalued against that of children in whiter, wealthier schools.Click here to purchase a PDF version of this article at the Monthly Review website.

What should be the nature of the curriculum and instructional pedagogy for African American students has a long history of debate. Currently, Afrocentric curriculum/ pedagogy and multicultural curriculum/pedagogy are the main focus of the debate. This essay discusses the nature and purpose of both curricula and critiques their strengths and weaknesses. An argument is present as to which of these curricular concepts best suits the current needs of African American students. Finally, implications are listed for using both Afrocentric and multicultural curricula and pedagogies.

Cover -- Series page -- Intersectionality and Urban Education -- Library of Congress Cataloging-in-Publication Data -- Contents -- Introduction -- PART I: Theorizing Identity Markers in Urban Education -- CHAPTER 1: Thinking Intersectionally in Education -- CHAPTER 2: Empiricism, Perception, Vision -- CHAPTER 3: Intersectionality and the Production of Space -- PART II: Education in Urban Schools and Communities -- CHAPTER 4: Intersectionality and the Status of Black Males -- CHAPTER 5: Nepantleras in the New Latino Diaspora -- CHAPTER 6: Students of Color in Majority White Schools

In this critical essay, we explore how overriding media and political frames have constructed education in urban spaces as a "problem" in ways that make possible the framing of neoliberal education reforms as solutions. We juxtapose neoliberalism with theories of social justice to show how social justice theories would lead to deeper understandings of education in urban spaces and different possible solutions. To push back against the current lack historical understandings of schools and people in urban spaces through neoliberal frameworks and discourses, we explore how the "right to the city" (LeFebvre, 1996) has been denied to those living in urban spaces centering the case and history of Chicago. In the end, we argue that social justice has been neglected in the discourses, policies and practices of education in urban spaces.