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Empowering Science And Mathematics Education In Urban Schools

Author: Edna Tan
Publisher: University of Chicago Press
ISBN: 0226037991
Size: 73.40 MB
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Math and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students—those who would benefit most—going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. While this educational inequality can be attributed to a number of economic and political causes, in Empowering Science and Mathematics Education in Urban Communities, Angela Calabrese Barton and Edna Tan demonstrate that it is augmented by a consistent failure to integrate student history, culture, and social needs into the core curriculum. They argue that teachers and schools should create hybrid third spaces—neither classroom nor home—in which underserved students can merge their personal worlds with those of math and science. A host of examples buttress this argument: schools where these spaces have been instituted now provide students not only an immediate motivation to engage the subjects most critical to their future livelihoods but also the broader math and science literacy necessary for robust societal engagement. A unique look at a frustratingly understudied subject, Empowering Science and Mathematics Education pushes beyond the idea of teaching for social justice and into larger questions of how and why students participate in math and science.

Rethinking Mathematics

Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Size: 24.83 MB
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A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.

Teaching Science For Social Justice

Author: Angela Calabrese Barton
Publisher: Teachers College Press
ISBN: 0807743836
Size: 33.29 MB
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Using a combination of in-depth case studies and rigorous theory, this volume; provides valuable insight to help teachers work with inner-city youth; explores the importance of inclusiveness, membership rules, and the purposes and goals of good science; and shows how science connects to the lives of youth both in and out of school.

The Brilliance Of Black Children In Mathematics

Author: Jacqueline Leonard
Publisher: IAP
ISBN: 1623960819
Size: 23.56 MB
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This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquirybased pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and presentday policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.

Research In Urban Educational Settings

Author: Kimberly A. Scott
Publisher: IAP
ISBN: 161735208X
Size: 74.98 MB
Format: PDF
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Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both shortterm and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and reallife field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members.

Who S Asking

Author: Douglas L. Medin
Publisher: MIT Press
ISBN: 0262026627
Size: 20.92 MB
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Analysis and case studies show that including different orientations toward the natural world makes for more effective scientific practice and science education.

Culturally Specific Pedagogy In The Mathematics Classroom

Author: Jacqueline Leonard
Publisher: Routledge
ISBN: 1351225448
Size: 50.94 MB
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"Culturally Specific Pedagogy in the Mathematic Classroom offers a wide variety of conceptual and curricular resources for teachers interested in teaching mathematics in a way that challenges stratification based upon race, class, gender and other forms of oppression that students face in today?s world?. With the publication of this book, all teachers will have available to them instructional strategies in mathematics for meeting the academic needs of culturally diverse students. They will have an explanation of the linkage between culture and students? mathematical cognition and problem solving?. The ease in which Leonard brings the reader along, and the caring way she tells a story about making mathematics a fun and social justice experience makes for an exciting learning opportunity for all students and teachers." Carl A. Grant, University Wisconsin-Madison, United States, From the Foreword "Mathematics educators are in a period of deep concern about our ability to educate all students in mathematics. Most students of color do not have the opportunities to fully learn mathematics. Nothing more important can be done for these students and their teachers than to publish this book addressing the miseducation of these students and offering a way to change what we are doing." Carol E. Malloy, University of North Carolina-Chapel Hill, United States This compelling text advocates the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students. It accomplishes this by making clear the link between research and practice and offering lesson templates that teachers can use with ethnically and culturally diverse students and with females. Specifically, the text draws on sociocultural theory and research on culture and mathematics cognition to focus on three goals: using qualitative research to extend the literature on culturally based education to African American and Latina/o c

Schooling Hip Hop

Author: Marc Lamont Hill
Publisher: Teachers College Press
ISBN: 0807773565
Size: 79.94 MB
Format: PDF
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This book brings together veteran and emerging scholars from a variety of fields to chart new territory for hip-hop based education. Looking beyond rap music and the English language arts classroom, innovative chapters unpack the theory and practice of hip-hop based education in science, social studies, college composition, teacher education, and other fields. Authors consider not only the curricular aspects of hip-hop but also how its deeper aesthetics such as improvisational freestyling and competitive battling can shape teaching and learning in both secondary and higher education classrooms. Schooling Hip-Hop will spark new and creative uses of hip-hop culture in a variety of educational settings. Contributors: Jacqueline Celemencki, Christopher Emdin, H. Bernard Hall, Decoteau J. Irby, Bronwen Low, Derek Pardue, James Braxton Peterson, David Stovall, Eloise Tan, and Joycelyn A. Wilson “Hip hop has come of age on the broader social and cultural scene. However, it is still in its infancy in the academy and school classrooms. Hill and Petchauer have assembled a powerful group of scholars who provide elegantly theoretical and practically significant ways to consider hip hop as an important pedagogical strategy. This volume is a wonderful reminder that ‘Stakes is high!’” —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin–Madison “This book is a bold, ambitious attempt to chart new intellectual, theoretical, and pedagogical directions for Hip-Hop Based Education. Hill and Petchauer are to be commended for pushing the envelope and stepping up to the challenge of taking HHBE to the next level.” —Geneva Smitherman, University Distinguished Professor Emerita, English and African American and African Studies, Michigan State University

Demands Of The Day

Author: Paul Rabinow
Publisher: University of Chicago Press
ISBN: 022603688X
Size: 67.13 MB
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Demands of the Day asks about the logical standards and forms that should guide ethical and experimental anthropology in the twenty-first century. Anthropologists Paul Rabinow and Anthony Stavrianakis do so by taking up Max Weber’s notion of the “demands of the day.” Just as the demand of the day for anthropology decades ago consisted of thinking about fieldwork, today, they argue, the demand is to examine what happens after, how the experiences of fieldwork are gathered, curated, narrated, and ultimately made available for an anthropological practice that moves beyond mere ethnographic description. Rabinow and Stavrianakis draw on experiences from an innovative set of anthropological experiments that investigated how and whether the human and biological sciences could be brought into a mutually enriching relationship. Conceptualizing the anthropological and philosophic ramifications of these inquiries, they offer a bold challenge to contemporary anthropology to undertake a more rigorous examination of its own practices, blind spots, and capacities, in order to meet the demands of our day.