by Bouillion, Lisa M.

DOI: 10.1007/s11422-007-9060-2
Online Date: 4/19/2007
Print publication date: 1/1/2007
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by Emdin, Christopher

In this paper, I discuss the existence of varying ideologies and perspectives within urban science classrooms and uncover the importance of focusing on student and teacher practices as a means to bridge these disconnections. Specifically, I describe the existence of corporate and communal ideologies and the dynamics that create the misalignment between groups that hold allegiances to these varying belief systems. Utilizing three allied theoretical frames, this paper provides a multi layered and timely analysis of the teaching of science in an urban high school in New York City. I conjoin Bourdieu’s sociocultural theory, an analysis of social life through the use of the structure|agency dialectic, and a theorizing of corporate and communal practice to embark on a journey into how African American and Latino/a students’ ways of knowing and being can be utilized to meet the goal of improving their success in science.

DOI: 10.1007/s11422-007-9055-z
Online Date: 4/11/2007
Print publication date: 4/1/2007
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by Tonso, Karen; Roth, Wolff-Michael

DOI: 10.1007/s11422-007-9056-y
Online Date: 4/11/2007
Print publication date: 4/1/2007
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by Elmesky, Rowhea; Seiler, Gale

Science educators have yet to identify ways to enable inner city African American high school students to experience success in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity, and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement expressiveness dispositions hold potential for transforming the teaching and learning of these students.

DOI: 10.1007/s11422-007-9050-4
Online Date: 4/11/2007
Print publication date: 1/1/2007
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