(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urb

Welsh, R.O., & Swain, W.A. (2020). (Re)Defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), pp. 90-100.

Welsh & Swain reviewed prior definitions of "urban education" in the literature. Findings indicated 6 categories defined urban education: 1) population/location/geography 2) enrollment 3) demographic composition of students 4) school resources 5) disparities and inequalities 6) social and economic context (p. 90). Deficit thinking and language were pervasive in definitions of urban education.

The authors offered 4 tenets on urban education: 1) It is dynamic and complex, rather than homogenous and static. We cannot "overlook the growing diversity and complexity of urban educational landscapes" (p. 97). 2) Based on a "continuum of conditions, dependent on the characteristics, challenges, and context" (p. 97). Urban districts tend to have a higher population of low-income, minority, and ELL students, compared to rural and suburban districts. Mass immigration tends to be driven by economic and social reasons, and economy based on service and multiple industries, whereas rural districts or suburban districts may be agrarian or based on one industry. (p.97). 3) There is a presence of educational inequality that can't be considered without acknowledging "sociocultural, sociopolitical, and socioeconomic contexts" (p. 97). 4) "Urban education rejects deficit perspectives and contends that considerable assets exist within urban communities" (p. 99). Deficit thinking assumes that underserved communities are "devoid of resources" (p. 99).