Exploring the contexts of urban science classrooms. Part 1: Investigating corporate and communal practices |
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| Authors: | Christopher Emdin |
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| Institution: | (1) Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027-6696, USA |
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| Abstract: | In this paper, I discuss the existence of varying ideologies and perspectives within urban science classrooms and uncover
the importance of focusing on student and teacher practices as a means to bridge these disconnections. Specifically, I describe
the existence of corporate and communal ideologies and the dynamics that create the misalignment between groups that hold
allegiances to these varying belief systems. Utilizing three allied theoretical frames, this paper provides a multi layered
and timely analysis of the teaching of science in an urban high school in New York City. I conjoin Bourdieu’s sociocultural
theory, an analysis of social life through the use of the structure|agency dialectic, and a theorizing of corporate and communal
practice to embark on a journey into how African American and Latino/a students’ ways of knowing and being can be utilized
to meet the goal of improving their success in science.
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| Keywords: | Urban education Corporate practices Communal practices Cogenerative dialogue |
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