Contextualizing Urban Education Through Disparities and Assets

Document Type

Article

Publication Title

Education and Urban Society

Publication Date

7-21-2026

Keywords

urban education, educational policy, asset-based framework, equitable education, policy revision

Abstract

Over the past 50 years, the definitional gap of urban education has expanded to encompass race, place, and space, positioning urbanicity as a socially constructed marker of inequity rather than a strictly geographic designation. Collective research examining urban education emphasizes deficit-oriented narratives that normalize disparities by attributing them to students rather than the systems which shape their educational experiences. Deficit framing is not only discursive, but is reinforced through policy structures, such as accountability systems, curriculum mandates, discipline practices, and teacher evaluation models, which shape access, opportunity, and outcomes for urban students. A shift toward asset-based approaches is advanced that repositions students as agents of their own learning rather than as deficient. Frameworks, such as Culturally Relevant Pedagogy, Universal Design for Learning, and Inquiry-Based Learning, indicate how instructional practices and policy reforms can work in tandem to promote equity. Through identifying key policy areas for revision and providing actionable approaches for the classroom, school, and system levels, pathways are outlined for educators, policymakers, and researchers to move toward more equitable and responsive educational environments for urban students to succeed.

Comments

First published in Education and Urban Society (2026): https://doi.org/10.1177/00131245261471109

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

DOI

10.1177/00131245261471109

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