I can mention only a few of the many people who helped and encouraged me in the writing of this book. Donaldo Macedo offered me the opportunity to turn a fuzzy set of ideas into a full-blown treatment of urban reform. Olga Frechon, Donna Muncey, and Ellie Kutz served as responsive readers and wise critics at crucial stages. Carol Tateishi helped me understand the complicated workings of the San Francisco and Oakland school systems, and arranged focus groups with Bay Area practitioners. Linda Eisenmann offered important insights about the history of urban education.
I am particularly grateful to the many practitioners, both named and unnamed, who allowed me to learn from them, both on and off the record. My colleagues in the Boston Writing Project and throughout the National Writing Project network were unfailingly generous with their time, acting as a supportive yet critical audience for concepts still in the formative stage. The Quarterly of the National Writing Project printed an earlier version of Chapter 4.
Teachers and administrators in many parts of the country gave me insider insights into the workings of their urban schools and classrooms. These include many of my students in the Leadership in Urban Schools Doctoral Program at the University of Massachusetts Boston.
Last but far from least, my wife Angela and my children Joe and Pietra gave me continuous support and encouragement throughout the entire project.