Citizenship and Social Justice in Urban Science Education

Autor/in	Emdin, Christopher
Titel	Citizenship and Social Justice in Urban Science Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 24 (2011) 3, S.285-301 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Social Justice; Urban Schools; Citizenship; Urban Youth; Classroom Environment; Classroom Techniques; Educational Practices; Student Participation; Science Education; Interviews; Video Technology; Physics; Course Descriptions; Barriers; Educational Strategies + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Staatsbürgerschaft; Youth; Jugend; Klassenklima; Unterrichtsklima; Klassenführung; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Physik; Kursstrukturplan; Lehrstrategie
Abstract	This article describes, and then applies a newly developed framework for classroom citizenship as an entry point into addressing social justice issues in urban science classrooms. The author provides in-depth descriptions of cogenerative dialogues, coteaching, and cosmopolitanism (3Cs), and presents this triad of tools as an approach to research/practice that addresses full participation of youth in an urban physics classroom. By describing the 3Cs, in an urban classroom, the author presents under-discussed issues that inhibit urban youth from fully participating in urban science classrooms, as an inhibitor to social justice within the classroom. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10