ABSTRACT
This chapter seeks to understand the relationship between teacher education and inner-city activism by focusing on an alternative inner-city teacher education program: The Winnipeg Education Center. It examines inner-city teacher activism and issues of personal and institutional change not as a grand, one-dimensional activity prone to becoming swiftly ineffectual, but change that takes the form of sustained activism. Teachers and administrators involved in inner-city education often experience the constant, active, and/or inadvertent dilemma of meeting the needs of the children in their care, while tackling systems that do not advocate for equity and social justice. These educators reflect a distinguished and organized group of teachers who carry a banner, which announces that the traditional educational system is inappropriate for inner-city children. Effective education for inner-city minority students meant coming to terms with child welfare and the caring for and about children and families of the inner-city community.
