Moving beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education

Autor/in	Emdin, Christopher
Titel	Moving beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education
Quelle	In: Journal of Negro Education, 80 (2011) 3, S.284-295 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; African American Children; Science Teachers; Youth; Science Instruction; Science Education; Urban Education; Achievement Gap; Critical Theory + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Jugend; Jugendlicher; Jugendalter; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Stadtteilbezogenes Lernen; Kritische Theorie
Abstract	Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy--reality pedagogy--which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can he implemented; and show how they can both support the effectiveness of urban science teachers and the agency of Black youth in their classrooms. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10