Pub Date : 2021-12-07DOI: 10.1080/00131725.2022.1997523
Shanyce L. Campbell
Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.
{"title":"Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers","authors":"Shanyce L. Campbell","doi":"10.1080/00131725.2022.1997523","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997523","url":null,"abstract":"Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"80 - 92"},"PeriodicalIF":1.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43996441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/00131725.2022.1997312
Odis Johnson, Jason Jabbari
Abstract This article explores whether racial disparities in mathematics arise in majority White schools for students who receive in-school suspensions (ISS). Using data from the High School Longitudinal Survey and machine learning generated propensity scores to estimate average treatment effects, we find Black suspended students in schools with low White enrollment have math test scores and efficacy beliefs no different than non-suspended Black students, but experience declines in their math scores as the percentage of White enrollment increases.
{"title":"Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity","authors":"Odis Johnson, Jason Jabbari","doi":"10.1080/00131725.2022.1997312","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997312","url":null,"abstract":"Abstract This article explores whether racial disparities in mathematics arise in majority White schools for students who receive in-school suspensions (ISS). Using data from the High School Longitudinal Survey and machine learning generated propensity scores to estimate average treatment effects, we find Black suspended students in schools with low White enrollment have math test scores and efficacy beliefs no different than non-suspended Black students, but experience declines in their math scores as the percentage of White enrollment increases.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"26 - 50"},"PeriodicalIF":1.3,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/00131725.2022.1997522
Peggy Estrada
Abstract I describe how a policy aimed at increasing achievement among students labeled EL initially went awry—and how a researcher-district partnership persevered to rectify it. The policy, which called for 100% EL classrooms, produced unintended consequences. Critical discussion of empirical evidence and district-solicited input from multiple constituencies brought to light sociocultural, sociopolitical, and socioeconomic factors. This shift enabled policymakers to rectify the policy, allowing integration of ELs with non-EL peers.
{"title":"Classroom Composition Policy for Elementary Students Labeled English Learner: The Best of Intentions Gone Awry and Rectification","authors":"Peggy Estrada","doi":"10.1080/00131725.2022.1997522","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997522","url":null,"abstract":"Abstract I describe how a policy aimed at increasing achievement among students labeled EL initially went awry—and how a researcher-district partnership persevered to rectify it. The policy, which called for 100% EL classrooms, produced unintended consequences. Critical discussion of empirical evidence and district-solicited input from multiple constituencies brought to light sociocultural, sociopolitical, and socioeconomic factors. This shift enabled policymakers to rectify the policy, allowing integration of ELs with non-EL peers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"67 - 79"},"PeriodicalIF":1.3,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42948099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.1080/00131725.2022.1997524
Michael O'neill
Abstract This paper provides an analysis of one state’s Response to Intervention (RTI) model, bringing to light two predicaments that plague efforts to address disproportionality and support learning: 1) That RTI may continue to perpetuate disproportionality, both in the model’s tiers of support as well as in the placement of students in special education, and 2) That RTI relies on quality instruction but provides little leverage to intervene on that instruction.
{"title":"The Predicaments of Addressing Equity without Attending to Race and Racism","authors":"Michael O'neill","doi":"10.1080/00131725.2022.1997524","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997524","url":null,"abstract":"Abstract This paper provides an analysis of one state’s Response to Intervention (RTI) model, bringing to light two predicaments that plague efforts to address disproportionality and support learning: 1) That RTI may continue to perpetuate disproportionality, both in the model’s tiers of support as well as in the placement of students in special education, and 2) That RTI relies on quality instruction but provides little leverage to intervene on that instruction.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"93 - 106"},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.1080/00131725.2022.1997510
April L. Mustian, Henry Cervantes, Robert Lee
Abstract Restorative Justice (RJ) is an educational “innovation” introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way.
{"title":"Reframing Restorative Justice in Education: Shifting Power to Heal and Transform School Communities","authors":"April L. Mustian, Henry Cervantes, Robert Lee","doi":"10.1080/00131725.2022.1997510","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997510","url":null,"abstract":"Abstract Restorative Justice (RJ) is an educational “innovation” introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"51 - 66"},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48871648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-27eCollection Date: 2022-06-01DOI: 10.1007/s40653-021-00377-7
Sarah Parry, Zarah Eve, Gemma Myers
Multiplicity, the experience of more than one self in the body, is an under-researched area of young people's mental health. The aim of this study was to explore the perspectives of experts-by-experience within a community sample regarding two specific resources: a co-produced self-help guide about multiplicity for adolescents, and a set of guidelines for supporting someone who identifies as 'multiple'. 34 participants (Mage= 22.06, 2.26 SD; 15F, 1M, 18NBG) completed an online survey consisting of open-ended and Likert scale questions to assess the language, utility, transferability and therapeutic impact of the materials. Descriptive statistics and a Foucauldian-informed Narrative Analysis were employed to analyse responses, producing a summary of utility and two narrative chapters. The emergent chapters, 'Breaking the Stigma' and 'Recognising the Many', highlight the need for greater understanding and awareness of multiplicity, with psychoeducation materials viewed as helpful. Inclusive language can reduce stigma and normalise multiplicity as a response to trauma. With greater understanding, practitioners and researchers can collaborate with young people through trauma wise care, providing multiplicity sensitive language and support. Overall, the term 'parts' was viewed as problematic by the participants as it could imply the plural system is not coexisting as a whole. Additionally, opinions varied as to how much diagnostic language could and should be used to describe multiplicity; linguistically and conceptually. Importantly, compassion was seen as particularly essential for younger selves within the system; older in their years and presence, but often more vulnerable within the societies in which the system resides.
{"title":"Exploring the Utility and Personal Relevance of Co-Produced Multiplicity Resources with Young People.","authors":"Sarah Parry, Zarah Eve, Gemma Myers","doi":"10.1007/s40653-021-00377-7","DOIUrl":"10.1007/s40653-021-00377-7","url":null,"abstract":"<p><p>Multiplicity, the experience of more than one self in the body, is an under-researched area of young people's mental health. The aim of this study was to explore the perspectives of experts-by-experience within a community sample regarding two specific resources: a co-produced self-help guide about multiplicity for adolescents, and a set of guidelines for supporting someone who identifies as 'multiple'. 34 participants (M<i>age</i>= 22.06, 2.26 SD; 15F, 1M, 18NBG) completed an online survey consisting of open-ended and Likert scale questions to assess the language, utility, transferability and therapeutic impact of the materials. Descriptive statistics and a Foucauldian-informed Narrative Analysis were employed to analyse responses, producing a summary of utility and two narrative chapters. The emergent chapters, 'Breaking the Stigma' and 'Recognising the Many', highlight the need for greater understanding and awareness of multiplicity, with psychoeducation materials viewed as helpful. Inclusive language can reduce stigma and normalise multiplicity as a response to trauma. With greater understanding, practitioners and researchers can collaborate with young people through trauma wise care, providing multiplicity sensitive language and support. Overall, the term 'parts' was viewed as problematic by the participants as it could imply the plural system is not coexisting as a whole. Additionally, opinions varied as to how much diagnostic language could and should be used to describe multiplicity; linguistically and conceptually. Importantly, compassion was seen as particularly essential for younger selves within the system; older in their years and presence, but often more vulnerable within the societies in which the system resides.</p>","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"33 1","pages":"427-439"},"PeriodicalIF":1.7,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9120276/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81015744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1080/00131725.2021.1957632
Gloria Ladson-Billings
Since 1988 I have been researching what I came to call, “Culturally Relevant Pedagogy” (CRP). This work, that examines the pedagogical expertise of those teachers who are successful with students who have traditionally struggled in US classrooms, has exploded across the country and around the world. The challenge has been to identify teaching practices that have remained faithful to CRP theory. Thus, teaching that focuses on advancing student learning, developing cultural competence, and fostering critical consciousness is the only practice that accurately represents what is meant by Culturally Relevant Pedagogy. This work was initiated by the national attention being paid to teaching in the mid-1980s. Shulman’s (1987) highly cited article, “Knowledge and teaching” provided a generic look at teaching that focused on content knowledge, pedagogical knowledge, and what Shulman identified as “pedagogical content knowledge.” However, little in Shulman’s work spoke to the specificity of culture and the pedagogical expertise of teachers who were experiencing success with those students who rarely experienced school success. This was the perceived need that Culturally Relevant Pedagogy addressed. To his credit, Shulman chaired the Spencer Fellows selection process that chose my initial proposal on culturally relevant pedagogy. Although the early work on Culturally Relevant Pedagogy described teaching in elementary classrooms, over time scholars began to see and document outstanding practice in secondary classrooms. Similarly, scholars expanded the work beyond literacy and social studies to include STEAM subject areas (See for example, work of Emdin, Kinloch, Milner, and San Pedro). The point of these applications was to document the usefulness of the work in multiple contexts. By 2012, Paris (2012) began discussing a new stance on Culturally Relevant Pedagogy he termed, “Culturally Sustaining Pedagogy.” This work saw Culturally Relevant Pedagogy as foundational to creating a pedagogy that explicitly embodied resistance to the status quo and encouraged marginalized communities to fight for their linguistic and cultural sovereignty. This work gained traction and resulted in a volume (Paris & Alim, 2017) that included African American, Latinx, Asian American, Indigenous approaches to culturally sustaining pedagogies. Another aspect of CRP that has emerged over the last decade is the salience of youth culture and its influence on students, teachers, curriculum, pedagogy and culture writ large. The influence of youth culture is evident in the work of scholars such as Christopher Emdin, Bettina Love, Marc Lamont Hill, and others. Emdin’s (2016) critically acclaimed book and hands-on work with the Science Genius program (see, https://hiphoped.com/science-genius/ provided an important framework for understanding the power of youth culture to transform teaching and learning. CRP has gained lots of attention and traction in schools and districts throughout the US.
自1988年以来，我一直在研究我所谓的“文化相关教育学”(CRP)。这项研究考察了那些老师的教学专业知识，这些老师成功地教授了那些在美国课堂上一直挣扎的学生，这项研究在全国乃至全世界都得到了广泛的反响。我们面临的挑战是如何找到忠实于CRP理论的教学实践。因此，专注于促进学生学习、发展文化能力和培养批判意识的教学是唯一能够准确代表文化相关教学法的实践。这项工作是在20世纪80年代中期国家对教学的关注下开始的。舒尔曼(Shulman, 1987)被广泛引用的文章《知识与教学》(Knowledge and teaching)为教学提供了一个通用的视角，重点关注内容知识、教学知识以及舒尔曼所定义的“教学内容知识”。然而，在舒尔曼的工作中，很少谈到文化的特殊性和教师的教学专业知识，这些教师在那些很少经历学校成功的学生身上取得了成功。这就是文化相关教学法所要解决的需要。值得赞扬的是，舒尔曼主持了斯宾塞研究员评选过程，该过程选择了我关于文化相关教学法的最初提案。虽然文化相关教学法的早期工作描述的是小学课堂教学，但随着时间的推移，学者们开始看到并记录中学课堂上的杰出实践。同样，学者们将工作扩展到识字和社会研究之外，以包括STEAM主题领域(例如，参见Emdin, Kinloch, Milner和San Pedro的工作)。这些应用程序的重点是记录工作在多种上下文中的有用性。到2012年，Paris(2012)开始讨论文化相关教育学的新立场，他称之为“文化维持教育学”。这项工作将文化相关教育学视为创造一种明确体现对现状的抵抗并鼓励边缘化社区为其语言和文化主权而战的教育学的基础。这项工作获得了关注，并出版了一本书(Paris & Alim, 2017年)，其中包括非裔美国人、拉丁裔美国人、亚裔美国人、土著文化维持教学法的方法。CRP在过去十年中出现的另一个方面是青年文化的显著性及其对学生、教师、课程、教学法和文化的影响。青年文化的影响在诸如克里斯托弗·埃姆丁、贝蒂娜·洛夫、马克·拉蒙特·希尔等学者的著作中是显而易见的。埃姆丁(2016)广受好评的书和与科学天才计划(见https://hiphoped.com/science-genius/)的实践工作为理解青年文化改变教学和学习的力量提供了一个重要的框架。CRP在美国各地的学校和地区获得了大量的关注和牵引力。教师专业组织、州教育部门和个别学区已经认可或订阅了某种形式的文化响应教育。印第安纳州出版了《文化响应教学:循证实践指南》https://doi.org/10.1080/00131725.2021.1957632
{"title":"Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead?","authors":"Gloria Ladson-Billings","doi":"10.1080/00131725.2021.1957632","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957632","url":null,"abstract":"Since 1988 I have been researching what I came to call, “Culturally Relevant Pedagogy” (CRP). This work, that examines the pedagogical expertise of those teachers who are successful with students who have traditionally struggled in US classrooms, has exploded across the country and around the world. The challenge has been to identify teaching practices that have remained faithful to CRP theory. Thus, teaching that focuses on advancing student learning, developing cultural competence, and fostering critical consciousness is the only practice that accurately represents what is meant by Culturally Relevant Pedagogy. This work was initiated by the national attention being paid to teaching in the mid-1980s. Shulman’s (1987) highly cited article, “Knowledge and teaching” provided a generic look at teaching that focused on content knowledge, pedagogical knowledge, and what Shulman identified as “pedagogical content knowledge.” However, little in Shulman’s work spoke to the specificity of culture and the pedagogical expertise of teachers who were experiencing success with those students who rarely experienced school success. This was the perceived need that Culturally Relevant Pedagogy addressed. To his credit, Shulman chaired the Spencer Fellows selection process that chose my initial proposal on culturally relevant pedagogy. Although the early work on Culturally Relevant Pedagogy described teaching in elementary classrooms, over time scholars began to see and document outstanding practice in secondary classrooms. Similarly, scholars expanded the work beyond literacy and social studies to include STEAM subject areas (See for example, work of Emdin, Kinloch, Milner, and San Pedro). The point of these applications was to document the usefulness of the work in multiple contexts. By 2012, Paris (2012) began discussing a new stance on Culturally Relevant Pedagogy he termed, “Culturally Sustaining Pedagogy.” This work saw Culturally Relevant Pedagogy as foundational to creating a pedagogy that explicitly embodied resistance to the status quo and encouraged marginalized communities to fight for their linguistic and cultural sovereignty. This work gained traction and resulted in a volume (Paris & Alim, 2017) that included African American, Latinx, Asian American, Indigenous approaches to culturally sustaining pedagogies. Another aspect of CRP that has emerged over the last decade is the salience of youth culture and its influence on students, teachers, curriculum, pedagogy and culture writ large. The influence of youth culture is evident in the work of scholars such as Christopher Emdin, Bettina Love, Marc Lamont Hill, and others. Emdin’s (2016) critically acclaimed book and hands-on work with the Science Genius program (see, https://hiphoped.com/science-genius/ provided an important framework for understanding the power of youth culture to transform teaching and learning. CRP has gained lots of attention and traction in schools and districts throughout the US.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"351 - 354"},"PeriodicalIF":1.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48405533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1080/00131725.2021.1957637
T. Howard
Abstract Gloria Ladson Billings dubbed culturally relevant teaching as an approach to teaching that positions instruction within a familiar cultural framework for diverse learners. This essay argues that culturally centered works require a fundamental pivot if they are to be embraced and enacted. They require (1) an anti-racism analysis; (2) complexification of culture; and (3) relational trust as a concept to build dynamic and culturally informed teacher students’ interactions.
{"title":"Culturally Relevant Teaching: A Pivot for Pedagogical Transformation and Racial Reckoning","authors":"T. Howard","doi":"10.1080/00131725.2021.1957637","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957637","url":null,"abstract":"Abstract Gloria Ladson Billings dubbed culturally relevant teaching as an approach to teaching that positions instruction within a familiar cultural framework for diverse learners. This essay argues that culturally centered works require a fundamental pivot if they are to be embraced and enacted. They require (1) an anti-racism analysis; (2) complexification of culture; and (3) relational trust as a concept to build dynamic and culturally informed teacher students’ interactions.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"406 - 415"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45038582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1080/00131725.2021.1957638
Dorinda J. Carter Andrews
Abstract In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.
{"title":"Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance","authors":"Dorinda J. Carter Andrews","doi":"10.1080/00131725.2021.1957638","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957638","url":null,"abstract":"Abstract In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"416 - 428"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43098794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1080/00131725.2021.1957636
Christopher Emdin, Edmund Adjapong, I. Levy
Abstract This paper offers a theoretical and practical approach to teaching and learning in STEM education. We uncover the deficits in existing STEM pedagogies while outlining a culturally relevant/responsive model that reveals the science genius of youth who are marginalized in contemporary STEM classrooms. Through an analysis of the concept cultural agnosia, we suggest hip-hop as treatment of the condition and an approach for a more culturally rich approach to instruction.
{"title":"On Science Genius and Cultural Agnosia: Reality Pedagogy and/as Hip-Hop Rooted Cultural Teaching in STEM Education","authors":"Christopher Emdin, Edmund Adjapong, I. Levy","doi":"10.1080/00131725.2021.1957636","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957636","url":null,"abstract":"Abstract This paper offers a theoretical and practical approach to teaching and learning in STEM education. We uncover the deficits in existing STEM pedagogies while outlining a culturally relevant/responsive model that reveals the science genius of youth who are marginalized in contemporary STEM classrooms. Through an analysis of the concept cultural agnosia, we suggest hip-hop as treatment of the condition and an approach for a more culturally rich approach to instruction.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"391 - 405"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47417362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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