The author takes a long look at what goes on in schools, and the roles played by people specifically concerned with them: but finally the problems of the school are seen as indissolubly bound up with the changes that have overtaken urban life. The school cannot be isolated, teachers, administrators, planners and parents must actively co-operate in making the school work in society and a society which works for the school. Nothing other than such a total vision, he concludes, will enable us to achieve normal educational goals.
 Robert Thornbury writes out of fifteen years experience of the urban school and of the problems not only of Britain but also those sometime similar, often more acute, of other countries, in particular the United States and Australia. The need for a total urban strategy is worldwide. His point of view is broad-based but his sympathies lie most of all with the hard-working teacher who stayed on in the urban classroom. It is a book for teachers therefore, but also, by its own argument, for all concerned with the future of the inner-city and the reordering of education.

chapter |2 pages


chapter 1|13 pages

Classroom crisis and teacher stress

chapter 2|12 pages

The EPA myth

chapter 3|15 pages

Two housing nations

chapter 4|14 pages

Multi-ethnic muddle

chapter 5|14 pages

Juggling children and catchments

chapter 6|11 pages

The day the roof fell in

chapter 7|11 pages

The caretaker has the keys

chapter 9|10 pages

The Curriculum Church

chapter 10|9 pages

Cargo-cult and innovation

chapter 11|13 pages

Teaching English: a curriculum case study

chapter 12|15 pages

Electric, plastic classrooms

chapter 13|15 pages

Counter-reformation with Inquisition

chapter 14|17 pages

Children's rights and counsellors

chapter 15|13 pages

Social mix for urban classrooms

chapter 16|12 pages

Community schools and teachers