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ERIC Number: EJ938417
Record Type: Journal
Publication Date: 2004
Pages: 23
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1074-9039
Streetwise Science: Toward a Theory of the Code of the Classroom
Smardon, Regina
Mind, Culture, and Activity, v11 n3 p201-223 2004
This article takes Anderson's (1999) "code of the street" as the context for studying science learning in an inner city American public school. It is proposed that a socio-cultural model of mind can help to explain how students in an urban chemistry class negotiate contradictory cultural codes. This analysis includes a consideration of (a) interaction styles, (b) the meaning of chemistry talk, (c) the dynamics of the code of the classroom, and (d) short-term learning and long-term consequences. An analysis of microinteractional synchrony in classroom video footage is compared with ethnographic observations. It is concluded that fostering integrative identities that blend cultural codes can help to promote a new code of the classroom that values science learning. This study suggests that students sometimes use the code of the street to enhance science achievement. Exploring this phenomenon yields new information about the process of code blending and the dynamics of classroom culture. (Contains 13 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania