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作者

Christopher G. Wright

来源

URBAN EDUCATION,Vol.54,Issue9,P.1319–1348

语言

英文

关键字

language, science, representations, African American students, urban education

作者单位

1The University of Tennessee, Knoxville, TN, USA

摘要

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.