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This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to "read the world" around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call to value the intellect of urban youth in research and public policy.

Research that tackles the pedagogical use of geolocated social media as an investigative tool for understanding cities in Geography and Urban Studies higher education programs has not been fully exploited. This study contributes by addressing the transferability of these sources as a research medium for enhancing student knowledge of urban phenomena. A collaborative problem-based learning activity was conducted in a third-year compulsory Urban Studies module of the Fundamentals in Architecture Degree at the University of Alicante. Two groups -- Spanish (25 students) and English (34 students) language, participated in the activity. Foursquare and Twitter datasets were used as sources of information, and scaffolding in QGIS software, data analysis, and visualization tools were provided. Pre- and post- activity questionnaires as well as the work submitted by students gave an indication of the extent to which the activity was useful for achieving the set objective. Recurring approaches adopted by students and their "how-to" make sense of social media information enabled them to align spatiotemporal and social phenomena to the use and perception of city spaces. Students developed critical thinking and interpretative skills that are key transversal competencies for understanding the huge volume of data available in today's digitalized world.

Sport and geography may be considered allied and complementary disciplines. They share, variously, interests in ideological and physical spaces, political and socio-cultural processes of space- and place-making, historical dis-/continuities, individual and collective identity formation, demography and topographies and representational practices therein. Sports geography modules may, for example, be taught independently within Geography, Sport Management/Studies/Science, Urban Studies, Development or Liberal Arts programmes, or form a bridge across shared degree/honours courses as a way of attracting an interdisciplinary audience of students. Regardless of institutional "home", sports geography, affords a rich context for engaging students with critical contemporary issues, global-local analysis, and socio-cultural complexities and social justice concerns. We argue in this paper for a more pronounced place for sports geography -- specifically, critical spatial studies -- within Sports Management. We draw on our professional and personal experiences teaching sport and geography related courses. We contextualise the teaching of sports geography against wider Higher Education forces. Next we provide pedagogical illustrations of the benefits of a sports geography focus. We offer some recommendations and reflections. Ultimately, we advocate for improved collaboration between Sports Management and Geography fields, and call for continued scholarly and pedagogical symbiosis and play that might produce new and creative interdisciplinary inquiry.

This paper contributes to decolonisation theory and debates in Higher Education by thinking from the practice of diversifying subject reading lists. To illustrate the scene within which diversification efforts unfold I draw on primary research designed to explore the function of a subject canon (Urban Studies). Researched and written as an autoethnographic rhizoanalysis, I show that texts' meanings are intertextually established through hegemonic processes of canonisation, which are curricular in effect; and which draw in readers as nodes through which the assemblage proliferates. Using Karen Barad's concept of intra-activity to better articulate the materiality of this curricular assemblage and our inseparability from it, I critique the common practice of "adding more diversity" for its failure to attend to underlying logics and its edging out of more radical responses. I then discuss the decolonial openings that intra-action makes possible, focusing on its potential for producing different knowledge(s) through reading and research.

This paper qualitatively analyses the implication of urban sensorium as a pedagogic mode in the teaching of Urban Studies. Underpinned by the frames of smart learning environments, the paper reiterates experiencing urban ontologies as spatial learning environments. By drawing from a range of transdisciplinary and experiential modes of learning, this paper maps how an undergraduate course on Bangalore city in India served learners to critically engage with and experience spatial urban ontologies both digitally, and in real-world experiences of learning, furthering learner autonomy and reflection. The methodological prisms of this paper are autoethnography and critical reflection. It is organised around enabling learners recognize the experiential, embodied urban spaces through the urban sensorium via real-life engagements with urban spaces, and creation of digital portfolios that map this learning. Findings from the learners' knowledge of sensory learning, the city's intersectional aspects, and the student's embodied and emplaced self in built environments and digital spaces are analysed via cognitive and affective-reflection levels; the course instructor's reflection is analysed via a process-reflection level. These reflections hold implications for the pedagogy of urban studies in undergraduate classrooms by foregrounding spatiality and urban sensorium as significant critical and affective pedagogic tools. The paper has also accommodated critical engagement with an external faculty member as a co-author, in order to manage any bias or researcher subjectivity in the design.

In 2015, Canada's Truth and Reconciliation Commission of Canada (TRC) described Canada's residential school policy, established in the 1880's and active through most of the 20th century, as 'cultural genocide'. Earlier that same year, Maclean's magazine described Winnipeg as Canada's most racist Winnipeg. Winnipeg, situated on Treaty One territory, has the largest Indigenous population of any Canadian City. Situated in the centre of the City, The University of Winnipeg is seeking ways to respond to the "TRC Calls to Action" and is exploring ways to "Indigenise." In this paper I describe the pedagogical approach of a small university department purposefully situated outside of the main campus in a low-income inner-city neighbourhood with a large Indigenous population. The department integrates critical, place-based pedagogies rooted in an understanding of systemic oppression. We agree that reconciliation begins with acknowledging the "truth" about the past and present damage caused by colonial policies. Despite the fact that what we have learned is essential to reconciliation in the postsecondary education context, we face many obstacles in a political context driven by neoliberal austerity that threatens our approach and makes reconciliation near impossible to achieve.

To understand and deal with real urban development problems, urban planners, designers, and managers need to combine and synthesize a variety of academic and professional knowledge. As our urban challenges grow more complex, learning how to do this effectively becomes ever more important. For educators, this means teaching students how to work in interdisciplinary settings, i.e. how to jointly discover the different disciplinary dimensions of an urban problem, and how to reflectively design courses of action. In this paper, we explore and evaluate the components of such interdisciplinary experiential learning, develop a framework to design and analyse this type of courses, and use it to position and evaluate a specific urban development management course. Results show that, by performing and reflecting upon specific professional roles, the course stimulates students to both integrate different disciplines and reflect on an array of academic and practical insights. Based on our evaluation, we discuss several didactical aspects that may help lecturers to improve their interdisciplinary teaching in urban planning, design, and management courses--particularly when creating learning experiences in an increasingly diverse professional, societal and educational setting.

This study evaluates whether students who participate voluntarily in a service-learning activity achieve higher learning outcomes, measured by grades, than students who voluntarily choose not to participate in service learning. Analysis is based on a study of an introductory urban studies course at a large North American research university over a four-year period. Findings indicate that, overall, students achieve higher grades as a result of participation in service learning, and additionally that females, international students, and students who are enrolled in either the Urban Studies minor program or who are non-Urban Studies students benefit most from optional participation in service learning in terms of grade achievement.

In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to "prepare ethical, reflective, collaborative, visionary teacher-leaders" for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities.

The urban scholar Jane Jacobs once described city life as "the ballet of the streets." In more than a quarter century of joint teaching, the authors have used Jacobs' metaphor to help their students understand that cities are living organisms created and maintained, for good or ill, by the people who live and work in them. At heart their teaching are intense encounters with cities, a "street level" experience designed to give students a chance to walk the city's streets, and to meet its people, prominent and not, so that they can discover for themselves, in living context, the city's culture, varying life-styles, and issues. Given their international importance and astronomical growth over the last half century, cities are arguably the most significant social systems in the world and, as a result, are crucial for students to understand as such. The purpose of this paper is to share, first, the methodology the authors have developed for studying cities "at street level"; and second, to suggest how that methodology might be used in the study of cities anywhere. Starting with a course comparing New York and Toronto, they have used a similar approach to study cities in England, Ireland, Italy, Central Europe, China, and Vietnam.

The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher interaction that incorporated prompts, recasts, and constructivist pedagogy, the students' rough drafts (written interlanguage) were transformed into standard English at the conclusion of 1-to-1 writing conferences. One teacher and 10 3rdgrade students participated in this mixed-methods study. The study took place after school for 1 month (20 sessions of 20-45 minutes each). The data consisted of 35 transcribed writing conferences, writing samples, and interviews. Results indicate that it can be a useful vehicle for differentiated instruction, constructivist pedagogy, and second language acquisition to address the diverse needs of second language learners.

This article tells a story of practice, a story of theory, and how each informs and transforms the other through a two-way flow of people and knowledge from a city to a campus and back again. By reflecting with fellow participants on the events and outcomes of a sustained city campus partnership, the author introduces a theory of engagement from and for practice, and strategies such as investing in human relationships and using instruments-for-action. (Contains 6 notes.)

Something remarkable is happening in programs of liberal education all over the country. The longstanding notion that learning should occur almost exclusively in classrooms is being amended to give a much more prominent place to various forms of experiential education. The belief that liberal education should focus on a narrow range of intellectual qualities is being revised to include an emphasis on connecting ideas with action. These developments constitute a profoundly important, indeed revolutionary, challenge to the version of liberal education that has dominated American higher education since the early years of the twentieth century. The trend to connect liberal education with practice takes multiple forms at the campus level and reflects a range of interests among students, faculty, and administrators. The various developments that make up this trend do not yet constitute a coherent movement, nor are they united by shared purposes. They remain on the margins of mainstream thought about the proper characteristics of liberal education. Yet they should command the attention of thoughtful academics for one basic reason: they seek to enact the traditional mission of liberal education to nurture engaged, effective, constructive professionals and citizens, and they implicitly question whether learning experiences that cultivate analytic skills in classroom settings constitute the most effective way to achieve this purpose. The movement to link liberal education more closely to action and practice is not limited to programs that take students out of the classroom. The trend is also reflected in modifications of arts and sciences coursework. Most liberal arts colleges now offer opportunities to study applied and professional subjects, for example, and many universities encourage liberal arts majors to take minors in professional fields. The Carnegie Foundation has sponsored an effort to enrich the "thinking" orientation of liberal education with the "doing" emphasis of professional studies by incorporating practice-oriented pedagogies, such as simulations and case studies, in liberal arts courses. Many colleges offer interdisciplinary, problem-focused minors like urban studies or international relations through which students learn to think about complex, real-world problems. These programs often provide platforms for community-based research projects, internships and service opportunities, and Model UN-type simulations. (Contains 1 note.)

Globalization would appear to be a subject that easily could be addressed in geography classrooms, yet this is not always the case. In terms of pedagogy, many geographers are concerned whether the field has been adequately engaging various components of this topic (e.g., connectivity, core-periphery), especially in terms of making the subject matter relevant to students. This article presents the results of a recent course project situated at the intersection of city-level resilience to hazards and connectivity with the global economy, utilizing SWOT analysis. The student projects demonstrated that this comparatively simple analytical tool was a useful means for exploring and integrating key topics in globalization and urban-economic geography, while also facilitating a problem-based learning environment.

The article draws on work in Critical Geography Studies and Photovoice methodology, to illustrate the ways in which youth in an inner city conceptualize neighborhoods and public spaces. We utilize youth's photographs, narratives, and maps to tell a story of youth's lived experiences and argue that these experiences are vital sources of knowledge about how an unequal distribution of resources affects them. It is important, we argue, to not only hear student voices but also prepare them to become critical, independent thinkers, who can use multiple literacies as affordances for creating changes that help nourish them. This means fundamentally rethinking how as educators we listen to and walk with youth as they reframe the ways in which we might use public parks, neighborhood schools, community centers, and sidewalks as pedagogical and political spaces.

The paper proposes the notion of a "critical feel-trip" as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students' appreciation of human geography's concepts and to interrogate their positionality. The paper particularly draws on a fieldcourse taught to UK undergraduates, which explores Moscow as a "field laboratory" for critical geographies. The analysis considers both effectiveness and limitations of such modes of pedagogy.

This paper assesses the experience of undergraduate students using mobile devices and a commercial application, iSurvey, to conduct a neighborhood survey. Mobile devices offer benefits for enhancing student learning and engagement. This field exercise created the opportunity for classroom discussions on the practicalities of urban research, the survey data was available for immediate analysis, and students felt they were conducting meaningful research. The module experience supports recent research finding that mobile devices offer significant benefits for instructors, but using mobile devices also creates potential risks (to the students, equipment, and data) that must be considered while planning modules and during instruction.

Google Glass was deployed in an Urban Studies field course to gather videographic data for team-based student research projects. We evaluate the potential for wearable computing technology such as Glass, in combination with other mobile computing devices, to enhance reflexive research skills, and videography in particular, during field research. The utility as well as the limitations of Google Glass are discussed, including its actual and potential application for teaching and data gathering purposes in the field. As such, this article constitutes one of the first instances of evaluating Google Glass as a social science research tool.

This article describes a collaborative and emergent approach utilizing Tupac Shakur's "Brenda's Got a Baby" to leverage theory education. This song/video uses a fictionalized account of a pregnant 12-year-old African American girl to chronicle the ecological realities of life in the inner city (e.g., teen pregnancy, drug addiction and trafficking, incest, poverty, dysfunctional families, lack of opportunity, ineffective educational and welfare systems, runaway youth, commercial sexual exploitation, violence, and a racially insensitive law enforcement response). Because of the complexity and convergence of multiple issues and social problems in Brenda's life, and their impact across the micro-macro spectrum, this song/video is an effective anchor for a semester-long emphasis on a critically conscious approach to theory. This article (a) reviews hip-hop as a vehicle for pedagogy; (b) explores Tupac's early history and approach to information dissemination; and (c) discusses underlying assumptions and application in BSW-, MSW-, and PhD-level theory courses.

Film as a tool for learning offers considerable opportunity for enhancing student understanding. This paper reflects on the experiences of a project that required students to make a short film demonstrating their practical understanding of qualitative methods. In the psychogeographical tradition, students were asked to "drift" across the urban environment and record their own experiences of the places encountered. The findings suggest this "drift-film" strategy can be successful in sensitizing individuals to the benefits of qualitative methods, can enhance students' ability to story-board and structure their arguments, and develop key editing skills which can be transferred to future employability. (Contains 3 figures and 6 notes.)

This symposium explores and examines the challenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in geography, urban studies, and cognate disciplines. The aim is to foster a debate among geographers about the role of community-university partnerships in marginalized urban areas and their potential for advancing reciprocal activities that address community needs while offering new circumstances for university out- reach and teaching. (Contains 2 notes.)

The Metropolitan Studies Institute (MSI) at the University of South Carolina Upstate (USC Upstate) demonstrates a robust and unique record of community impact through community indicators research and other translational research. The MSI's work drives programmatic priorities and funding decisions, generates revenue, and increases the community's capacity to improve quality of life for its residents. Examples of research are presented. Outcomes of these studies illustrate the impact of translational research in a community characterized by low educational attainment and low income.

This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very difficult to implement due to extensive institutional learning goals paired with state licensure requirements. The project described attempted to create a pathway for those teacher candidates planning on teaching in an urban environment to supplement their traditional teacher preparation program. Specifically, this project focused on course development, utilization of liberal arts offerings in Urban Studies, and partnership with local urban school districts for program design and program materialization. (Contains 2 tables.)

Cities are complex systems. But they are incomplete systems. In this incompleteness lies the possibility of making--making the urban, the political, the civic, a history. The urban is not alone in having these characteristics, but these characteristics are a necessary part of the DNA of the urban. Every city is distinct and so is every discipline that studies it. And yet, if it is to be a study of the urban it will have to deal with these key features--incompleteness, complexity, and the possibility of making. This then also makes cities strategic sites for the exploration of many major subjects confronting society. But cities are not always a heuristic space--a space capable of producing knowledge about some of the major transformations of an epoch. Today, as we have entered a global era, the city is once again emerging as a strategic site for understanding some of the major new trends reconfiguring the social order. Each of those trends has its own specific contents and consequences. The urban moment is but one moment in their often complex multi-sited trajectories. (Contains 3 notes.)

This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time-consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third-year sociology courses, Urban Studies and Diversity Studies, and set out to compare and contrast how knowledge claims are made and legitimated in these two discourses. The paper also has a methodological focus--to demonstrate the potential of systemic functional linguistics as a method of discourse analysis that can complement and deepen a sociological analysis--Bernstein's sociology of education and in particular his concept of "grammaticality". I seek to make explicit the basis for knowledge claims in these two sub-disciplines and then to investigate how this "grammar" is built into criteria for assessing students. The long-term goal of this project is pedagogic--to understand how academic discourses work, in order to contribute to the development of more coherent curricula and visible pedagogies with explicit assessment criteria, for the enhancement of teaching and learning. The analysis shows that the "grammars" of these two academic discourses (in the same discipline, sociology) are based on different ordering principles; they are based on different ontological, epistemological and methodological assumptions. The analysis also shows that the respective "grammars" do "get into" the assessment criteria, although in a contextually contingent manner. The paper concludes by suggesting that the use of SFL as a method of discourse analysis within a social realist sociology of education framework proved to be fruitful and worthy of further development, particularly for education development work where the quest to make explicit the criteria for producing a "legitimate text" is critical. (Contains 2 notes and 3 tables.)

This paper provides the conceptual foundations for a study funded by the Australian Research Council and industry partners Yooralla and Jewish Care titled "Understanding 'encounter' as a dimension of social inclusion for people with intellectual disability." Since the early 1980s, disability policy has envisioned the social inclusion of people with intellectual disability in a broadly similar manner--as participation in community life. The 1986 Australian Disability Services Act aimed to "enhance the quality of life experienced by people with a disability by assisting them to live as valued and participating members of the community." A similar theme is replicated in more recent Australian and international disability policy that commit governments to the full inclusion and participation in the community by people with a disability (United Nations, 2006). Despite longstanding policy aspirations, as a group, people with intellectual disability are among the most disadvantaged and socially excluded in Australian society. Theoretical and conceptual frameworks have been largely absent from policy or empirical research about the social inclusion of people with intellectual disability (Verdonschot, De Witte, Reichrath, Buntinx, & Curfs, 2009). An exploration of the encounters experienced by people with intellectual disability may provide a better understanding of the various forms of social inclusion that exist between and beyond "community presence" and "community participation." The concept of encounter encourages a wider perspective on social processes, the practices of mainstream community services such as libraries and community centres, and the skills, attitudes, and practices of those non-disabled strangers in society who are equally important actors in social inclusion.

This article examines the opportunities and limitations presented by organizing an undergraduate field research methods class as a policy think tank working for a government client. Organized as such, the course had both the learning objectives of a traditional undergraduate methods class and the corporate objectives of a policy think tank (i.e., to produce a high-quality presentation and report for its client). This article finds that the learning and corporate objectives were largely aligned rather than conflicting, leading to anticipated and some unanticipated pedagogical benefits for learning sociological research methods, substantive sociological and policy areas, how to work effectively in goal-directed group work, and public policy generally. Finally, this article considers the pedagogical and ethical concerns with the course-based production of "policy-relevant" knowledge in the context of stark social divisions between student and research subject. (Contains 3 tables.)

Located two miles from Dublin Airport, Ballymun was built (1966-9) to accommodate people displaced from the inner-city slums dramatised in Sean O'Casey's Dublin Trilogy. "The Stage and the City" draws on the author's research project at Trinity College Dublin, on Theatre and Urban Regeneration. Specifically, it situates Dermot Bolger's "The Ballymun Trilogy--From These Green Heights" (2004), "The Townlands of Brazil" (2006) and "The Consequences of Lightning" (2008)--in relation to theories of globalisation and the global city, and the use of culture in urban regeneration programmes. The article exposes the problems that "The Ballymun Trilogy" poses for sociological and aesthetic categorisations. The genesis of the fictional world in actual, local experiences raises questions of ownership of narrative content, and of empowerment in acts of performance. "The Ballymun Trilogy" was produced in the "axis" Arts and Community Resource Centre, a local community initiative that has become the flagship building of the regeneration project. The article describes and analyses the "axis" Theatre as a platform on which a heavily stigmatised urban community is enabled to articulate itself. In short, the plays of "The Ballymun Trilogy" validate the often traumatic struggles of the community of Ballymun, and also raise questions for how we understand contemporary community theatre, and the potential of cultural work in contexts emerging in global cities. (Contains 2 notes.)

This article makes the argument for a reframing and a reconceptualization of the urban-suburban divide which can inform the options and possibilities for transformative practices in urban schools. Drawing primarily from a Canadian, and more specifically a southern Ontario context, the article explores the changing realities of urban within this region; examines the extent to which the suburban and the urban realties have become enmeshed; and explores the educational opportunities that can emerge through that reframing. Reconceptualizing the "urban" is a vital aspect of contemporary and future schooling given the shifting context of actual urban spaces and the people who inhabit them in many of the major city centers of the world. The article also addresses the need for the development of leadership in these urban/suburban school settings that is collaborative, transformative, and moves beyond hierarchical conceptions.

Using the wealth of sites available in the Chicago metropolitan area, online learning technologies, and classroom interactions, Roosevelt University's seminar "The Sustainable City" takes a multidisciplinary approach to urban ecology, waste management, green design, climate change, urban planning, parklands, water systems, environmental justice, ecological restoration, and urban agriculture. The seminar introduces adult undergraduates to the study of the Chicago metropolitan area's natural and social environment through field trips, Blackboard-based online discussions, and team-taught lectures and in-class discussions. Most significantly, the seminar has inspired a new curriculum in sustainability studies at Roosevelt.

Most towns were crucial to the initial colonization and economic development of the Great Plains. Many were, directly or indirectly, creatures of railroad corporate planning, owing their location as well as their physical layout to the townsite companies controlled by railroad officials. This article examines how these facts shaped the fundamental long-term look of urban South Dakota, and by extension that of the Great Plains, and how later, even with the railroads' regression and the shift to the modern highway, that history remains embedded in contemporary townscapes. But the image is not a single one--there are at least six different urban South Dakotas set within the state's varied geography, each of which will be briefly characterized. (Contains 6 notes, 1 table, and 13 figures.)

Reviews the historical context of core journal lists, current uses in collection assessment, and existing methodologies for creating lists. Outlines two next generation core list projects developing new methodologies and integrating novel information/data sources to improve precision: a national-level core psychology list and the other a local institutional core list for the interdisciplinary field of urban studies and planning. The paper is based on the authors' panel presentation at the 2009 ACRL National Conference (Seattle, Washington) titled "Core Journal Lists Re-viewed and Re-imagined." (Contains 1 figure.)

This paper presents the results of an exploratory, small-scale qualitative research enquiry into the perceptions and experiences of young people in communities afflicted by deprivation in Glasgow, Scotland's largest city. The context within which we address this focus contains a culture reputed to involve sectarianism, territoriality and gangs. Glasgow has a reputation for being a "hard place". The official crime statistics are consistent with comparatively high levels of violent crime impacting upon this culture. We adopted semi-structured interviews in order to explore young people's perspectives as well as those working with them in youth venues. Most of the data collection took place in "youth centres" close to the two stadiums of the major Scottish football clubs, namely Rangers and Celtic. Social capital theory is incorporated into the analysis of the results. The findings suggest that territoriality is the dominant parameter shaping their experience of and perceptions regarding neighbourhood areas, a conclusion endorsed by recent research about religious intermarriage. (Contains 2 tables.)

This retrospective, longitudinal study compares the career paths of graduates of Harvard University's master's-level teacher education program (TEP) before and after it adopted an urban emphasis in 2001. I surveyed all graduates of TEP, 1985-2006, which yielded a sample of 636. Using discrete-time survival analysis, I examined where respondents taught and whether, when, and why they left teaching. I found that graduates of TEP's urban-focused program were more likely to teach in urban schools than the comparison cohorts but less likely than prior cohorts to stay in teaching. However, compared to the non-urban cohort members that were working in urban schools, urban cohort members were no more likely to exit. I further found that Whites and males in the urban cohorts were more likely to exit than members of these groups in previous cohorts, whereas females of color who prepared for urban settings were much less likely to leave than their counterparts who had received more general preparation. A large number of urban cohort members who left teaching identified "lack of community support for the school" as a key factor in their decision to leave teaching. At the same time, they felt drawn into other roles, such as principal, or professions, such as law, that, in their view, enabled them to have greater impact on urban schooling. (Contains 5 tables, 1 figure and 3 notes.)

This article sets out to discuss the impact that urban living has had on the lives of young Indigenous people. It will seek to discover some of the problems that occur when there is a meeting of two cultures, in this case the Indigenous culture of Australian Aboriginal people and the mainstream culture that has been derived largely from west European traditions which, in turn, was born out of Western Christian perspectives. As well, it will explore the challenges faced by minority groups who live in pluralist contexts when they attempt to hand on their ways to their young people, in particular, the difficulties faced by urban Indigenous Australians who try to ensure that their young people will develop knowledge about their cultural and spiritual heritage. Finally it will examine how the rights of young Indigenous people need to be protected so that they can continue to develop their particular identity and at the same time take their place with pride and integrity in the pluralist social context that defines Australia today. "Many Australians understand that Aboriginal people have a special respect for nature. The identity we have with the land is sacred and unique. Many people are beginning to understand this more. Also there are many Australians who appreciate that Aboriginal people have a very strong sense of community. All persons matter. All of us belong and there are many more Australians who understand that we are people who celebrate together. What I want you to know about is another special quality of my people. I believe it is most important. It is our most unique gift. It is perhaps the greatest gift we can give to our fellow Australians. In our language it is the quality called "dadirri". It is inner, deep listening and quiet, still awareness. "Dadirri" recognizes the deep spring inside us. We call on it and it calls to us. This is the gift that Australia is thirsting for. It is something like what you call 'contemplation'". (Ungunmerr, 2003)

This article challenges social (dis)organization theory by investigating the impact of religious culture on civic engagement. Using qualitative data from 'Bridge View,' a historically African-American neighborhood in San Francisco experiencing environmental racism, this article asks: (1) How does the Nation of Islam (NOI) affect social organization in a low-income community? And (2) How does the metropolitan distribution of wealth, opportunity, and resources play out in urban space? The findings suggest that the NOI has often had to replace important public institutions responsible for providing social services in low-income communities - police protection, community welfare, and education. These findings suggest that we need to rethink the relationship between race, culture, structure, and political mobilization and incorporate a more fluid conceptualization of culture into social (dis) organization theory.

Quality of life (QoL) is increasingly becoming a concept researched empirically and theoretically in the field of economics. In urban economics in particular, this increasing interest stems mainly from the fact that QoL affects urban competitiveness and urban growth: research shows that when households and businesses decide where to locate, QoL considerations can play a very important role. The purpose of the present paper is to examine the way economic literature and urban economic literature in particular, have adopted QoL considerations in the economic thinking. Moreover, it presents the ways various studies have attempted to capture the multidimensional nature of the concept, and quantify it for the purposes of empirical research. Conclusions are drawn on the state of affairs regarding the study of QoL in economics, as well as the problems of measurement arising mainly from the complex nature of the concept.

Some scholars have suggested that a negative consequence of strengthening child support enforcement is to encourage fathers to shift from regular sector to underground employment. We employ data from the Fragile Families and Child Wellbeing Study to investigate the relationship between the strength of child support enforcement (CSE) and levels of underground and regular sector employment among unmarried fathers. We find that, in general, living in a city with stricter CSE is associated with fewer hours of underground employment. We find little evidence that stronger enforcement is associated with employment or hours in the regular sector. (Contains 4 tables and 17 footnotes.)