Strategies for Teaching Facing History in ‘Urban Schools’

Posted by Michael Grover on May 14, 2013

I have worked at an alternative school in Scarborough (Toronto’s east end) with students that are 18-20 years of age for the past seven years. These students represent some of the most disengaged and difficult to reach students in Scarborough (if they were not, they would never arrive at my school). In that time I have come to learn: one, the term ‘Inner City Schools’ is an awkward designation given that in Toronto, at least, most of our ‘at-risk’ students are in the inner suburbs, not the inner city; and two, I have found no magic teaching strategy to solve the dilemma of reaching these students (if there was, I suppose, there would be no need for the on-going discussion and my school would not exist). Moreover, ‘Inner City School’ students are, like every other, a diverse group, and an approach that may work for one student may not work for another.

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Topics: Urban Education, Strategies


This is where Canadian Facing History and Ourselves teachers and community members meet to share reflections, scholarship and teaching practices that will inspire, challenge and improve teaching and student learning. Our stories provide a window into diverse Facing History classrooms in Canada, and invite you into the discussion.

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