Young African American Children Constructing Academic and Disciplinary Identities in an Urban Science Classroom

Autor/in	Kane, Justine M.
Titel	Young African American Children Constructing Academic and Disciplinary Identities in an Urban Science Classroom
Quelle	In: Science Education, 96 (2012) 3, S.457-487 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20483
Schlagwörter	African American Children; Video Technology; Urban Schools; Classrooms; Science Instruction; Science Education; Science Curriculum; Mathematics; Mathematics Education; Mathematics Instruction; Interviews; Learner Engagement + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Classroom; Klassenraum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik
Abstract	In this paper, I offer a framework for exploring the academic and disciplinary identities young African American children construct in urban science classrooms. Using interviews, fieldnotes, and videotapes of classroom lessons, I juxtapose the ways in which two children tell about their experiences in school and science with their performances of self in the midst of complex, spontaneous classroom engagements with their peers and teacher. I found that the children's performances of self in the classroom were consistent with the ways they spoke about themselves in the interviews. I also found that the academic identities they constructed were different from their disciplinary identities, and these differing identities were consistent across analytic contexts. Moreover, the identities the children constructed in the interviews nuanced my understandings of what I observed in the classroom in significant ways. I argue that juxtaposing narrated and performed analytical contexts offers affordances for understanding academic and disciplinary identities constructions in school and science. Moreover, it is important both to listen to children's stories about their experiences in addition to observing their ways of being in the classroom to fully understand their experiences of school and science. (Contains 2 tables, 1 footnote and 1 figure.) (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10