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ERIC Number: EJ879313
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1066-5684
Student-Powered Science: Science Education for and by African American Students
Seiler, Gale; Gonsalves, Allison
Equity & Excellence in Education, v43 n1 p88-104 2010
A liberatory pedagogy, from a Freirean perspective, seeks to transform the classroom into a dialogic and student-powered learning environment by restructuring the student-teacher dichotomy. The purpose is change--not only to individual students' lives and opportunities but also to the wider social reality. While these are the goals of many science educators, we rarely see Freirean perspectives specifically applied to science teaching. This article considers liberatory pedagogy applied to science teaching where it is perhaps needed most--in a classroom with racially and economically marginalized youth--and explores the challenges that both the structures of urban science classrooms and traditional views about science education pose to the application of Freirean pedagogy. (Contains 2 tables and 10 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A