Becoming an Insider
Teaching Science in Urban Settings
Bibliographic Data
| ID | 4930406 |
|---|---|
| Authors | Angela Calabrese Barton (0000-0002-9555-5214, Michigan State University), Christina Berchini (Michigan State University) |
| Year | 2013 |
| Volume | 52 |
| Issue | 1 |
| Pages | 21-27 |
| Publication date | 2013-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07351690.2013.743765 |
| OpenAlex | W2052151286 |
| Language | EN |
| Citations received | 4 |
| References cited | 6 |
The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits—what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing
Environmental education · Function (biology · Insider · Mathematics education · Pedagogy · Place-Based Education · Political science · Science education · Sociocultural evolution · Sociology · Value (mathematics · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Indigenous and Place-Based Education · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2018 - 2025 (8) |
| Highly cited | No |