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Demoralized by high failure rates, unwieldy bureaucracies, and entrenched adversarial relationships, urban school populations struggle in harsh conditions. In this article, the authors offer a framework derived from S years of ethnographic research in Philadelphia high schools, to illuminate the vision and labor necessary to make urban school reform both systemic and doable. They identify and describe three tasks-building community, generating knowledge about change, and reinventing curriculum-as essential for engaging participants with the substance of education. These tasks encompass the work of changing the culture of teaching and learning.

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