Empowering Science and Mathematics Education in Urban Schools
University of Chicago Press, Aug 15, 2012 - Education - 224 pages
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.
What people are saying - Write a review
We haven't found any reviews in the usual places.
2 Empowering Teaching and Learning in Math and Science Education
3 Critical Mathematical Agency in the Overcrowding at Francis Middle School Project
4 A Narrative Pedagogy for Critical Science Literacy
Critical Engagement with Science and the Community
Other editions - View all
Agave argue Black Eyed Peas Calvin challenges chapter community members community of practice created Critical Ethnography critical math critical mathematical agency critical science critique cultural curriculum Davis dents develop digital story discussion district dynamic equilibrium eating ence engage Equity experiences ﬁgured worlds ﬁndings ﬁrst Font’s Francis French fries fries funds of knowledge girls Gutiérrez Gutstein hallway healthy hybrid learning space hybrid spaces ideas identities investigation kids Latino learn science learning environments Lianna lives Longmore math and science math classrooms math club math education Mathematics Education Middle School movie narrative pedagogy one’s overcrowding participation perspectives positioned practices ranch dressing reﬂect Research riences Rihanna River City role Samota school science science and math science classroom Science Education scientiﬁc speciﬁc stance talk teachers and students third spaces Tiller tion transformative UHI effect UHI phenomenon understanding urban heat island walk youth Zara