Description
This volume offers a powerful response to the long-felt need for a substantial study of urban education that takes full comparative account of both the historical and international contexts. A distinguished international team of contributors has been assembled to assess the principal theoretical and methodological approaches to the history of urban education in the United Kingdom, United States, Canada and Australia and the specific way in which these have been tried in various national contexts. This is a major work of reference for scholars across the social sciences.
