by Elmesky, Rowhea; Olitsky, Stacy; Tobin, Kenneth

In this forum, we discuss the ways in which the culture of science has become conflated with categorical groupings of students according to race, class, and gender – so as to better understand how Black female students from economically disadvantaged backgrounds may become alienated from dominant school discourses that emphasize college and non-college bound trajectories. In addition, we examine the power and limitations of creating spaces inside and outside of science classrooms that value student discourses, goals, and ways of being. Specifically, we debate whether cogenerative dialogues can allow for (a) conscious critical conversations that cut across student, teacher and administration levels, (b) expanded possibilities for local action, and (c) the building of solidarity and respect amongst stakeholders.

DOI: 10.1007/s11422-006-9034-9
Online Date: 10/3/2006
Print publication date: 12/1/2006
View article on SpringerLink