This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized: (1) the conceptual framing of key issues in urban schooling; (2) pre-service teacher preparation for urban transformation; and (3) culturally relevant pedagogy and advocacy in urban settings. This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education. Following a foreword (P. C. Murrell, Jr.), a preface (R. P. Solomon), and an introduction (D. N. R. Sekayi), the book divides into the following three parts and 13 chapters. Part I, Theoretical and Conceptual Framing of Urban Schooling, contains an introduction and the following chapters: (1) Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation (S. James-Wilson); (2) Developing Educational Collectives and Networks: Moving Beyond the Boundaries of "Community" in Urban Education (B. J. Daniel); and (3) Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working with Women (L. Weiner). Part II, Pre-Service Teacher Preparation for Urban Transformation, offers an introduction to the section and the next chapters in the book: (4) Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities through Service Learning (R. P. Solomon, R. K. Manoukian, and J. Clarke); (5) Moving Beyond Institutional Boundaries in Inner-City Teacher Education (H. Smaller); (6) Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education (P. A. Young); (7) Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools (C. H. Gentles); and (8) Confronting Post-Colonial Legacies through Pre-Service Teacher Education: The Case of Jamaica (H. Evans and J. Tucker). Part III, Culturally Relevant Pedagogy and Advocacy in Urban Settings, provides an introduction and concludes the book with the remaining chapters: (9) Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness (D. N. R. Sekayi); (10) Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher (R. Minott-Bent); (11) The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations (W. Brooks); (12) The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools (R. P. Solomon, A. M. A. Allen, and A. Campbell); and (13) The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility (C. Reid).