Creating a Critical Genetics Curriculum as a Counternarrative to/in the Urban Imaginary

Autor/in	Mayfield, Kerrita K.
Titel	Creating a Critical Genetics Curriculum as a Counternarrative to/in the Urban Imaginary
Quelle	In: Urban Education, 52 (2017) 1, S.61-90 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914553672
Schlagwörter	Genetics; Science Curriculum; Urban Youth; Minority Group Students; Curriculum Development; Learner Engagement; Student Centered Curriculum; Critical Theory; North Carolina + Suchen Sie Ihr Suchwort? Humangenetik; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritische Theorie
Abstract	I am explicating the neologism critical genetics as a site of curricular engagement for urban science students, acknowledging that schools and school systems are hierarchical structures that reflect a community's social norms and practices. This critical and standards-based critical genetics curriculum interrogates and disrupts the deficit narratives for inner-city minority youth while helping students manifest skills that are crucial for college-bound science learners. I also explicate the curricular choices made in an attempt to help students participate in developing authentic counternarratives so that they could resist the racial determinism embedded in dominant narratives of school success. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01