What individuals know about urban schools is often based on assumptions and perceptions. It is important for educators to examine these assumptions and perceptions of urban schools and the students who attend them.

While many books address the pedagogy of teaching in urban settings, this workbook provides a foundation that should precede the development or redevelopment of pedagogical practices. Within a framework of cognitive dissonance, educators working through this book will continuously examine and reexamine their personal beliefs and perceptions and will also investigate new information and varied perspectives related to urban environments.