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Can attention to classroom ‘complexity’ overcome professional prejudice?

This article focuses primarily on the challenges of one multicultural classroom. The underlying intentions of the exercise are, however, somewhat wider than this may suggest. The article initially notes that some urban teachers have felt undervalued in recent years and then seeks to identify how the demands of complex urban classrooms can be explained effectively. It is in pursuit of this objective that attention turns to a multicultural class taught for one year. Factors which made the task of teaching the class both complex and rewarding are identified and analysed. Use of the concept of ‘complexity’ is then clarified through brief reference to wider reading. This paves the way for consideration of the potential value of the approach adopted at a time when some urban teachers are vulnerable to unfair criticism rooted in ignorance and arrogance. It is hoped that the article may help to combat the prejudice which far too many urban teachers continue to face.