Schultz's Pedagogy in Comparison to the Pedagogy of Poverty

Looking at Schultz's pedagogy in his book Spectacular Things Happen Along the Way: Lesson from an Urban Classroom in comparison to Martin Haberman's description of The Pedagogy of Poverty, we see something very different. Looking at Schultz's pedagogy at Carr Academy, we rarely see the teaching acts that constitute the core functions of urban teaching: giving information, asking questions, reviewing tests, giving tests, and the rest of the menu of urban teaching. What we see is the opposite; we see good teaching: "Whenever students are involved with issues they regard as vital concerns, good teaching is going on." After listed major problems in need of fixing in their school, the students in Schultz' class came to the conclusion that they need a new school--a curriculum was created on students' needs--good teaching was going on.
As Haberman tells us in his list of good of teaching, "Whenever students are actively involved, it is likely that good teaching is going on." To get a new school, the fifth graders created a website, survey, petition, and short-film. These students were actively involved in finding a solution to a problem that needs to be solved. Schultz breaks the mold of the core functions of urban teaching while elicit compliance with the system.