ERIC Number: EJ1047421
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Urban Science Education: Examining Current Issues through a Historical Lens
McLaughlin, Cheryl A.
Cultural Studies of Science Education, v9 n4 p885-923 Dec 2014
This paper reviews and synthesizes urban science education studies published between 2000 and 2013 with a view to identifying current challenges faced by both teachers and students in urban classrooms. Additionally, this paper considers the historical events that have shaped the conditions, bureaucracies, and interactions of urban institutions. When the findings from these urban science education studies were consolidated with the historical overview provided, it was revealed that the basic design and regulatory policies of urban schools have not substantively changed since their establishment in the nineteenth century. Teachers in urban science classrooms continue to face issues of inequality, poverty, and social injustice as they struggle to meet the needs of an increasingly diverse student population. Furthermore, persistent concerns of conflicting Discourses, cultural dissonance, and oppression create formidable barriers to science learning. Despite the many modifications in structure and organization, urban students are still subjugated and marginalized in systems that emphasize control and order over high-quality science education.
Descriptors: Urban Education, Science Education, Educational Research, Educational History, Educational Policy, Educational Facilities Design, Urban Teaching, Equal Education, Poverty, Social Justice, Barriers
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
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