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ERIC Number: EJ1012561
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: 8
ISSN: ISSN-0040-5841
Becoming an Insider: Teaching Science in Urban Settings
Calabrese Barton, Angela; Berchini, Christina
Theory Into Practice, v52 n1 p21-27 2013
The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits--what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A