Capitalism, critical pedagogy, and urban science education: An interview with Peter McLaren

2001 ◽  
Vol 38 (8) ◽  
pp. 847-859 ◽  
Author(s):  
Angela Calabrese Barton
Keyword(s):  
Science Education ◽  
Critical Pedagogy ◽  
Urban Science Education ◽  
Urban Science ◽  
Peter Mclaren

Reply: Reconstituting resistance in urban science education

2002 ◽  
Vol 40 (1) ◽  
pp. 101-103 ◽  
Author(s):  
Gale Seiler ◽  
Ken Tobin ◽  
Joseph Sokolic
Keyword(s):  
Science Education ◽  
Urban Science Education ◽  
Urban Science

Hip-Hop, the “Obama Effect,” and Urban Science Education

2012 ◽  
Vol 114 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Christopher Emdin ◽  
Okhee Lee
Keyword(s):  
Science Education ◽  
Academic Success ◽  
Urban Youth ◽  
Hip Hop ◽  
Science Classrooms ◽  
Urban Science Education ◽  
Hip Hop Culture ◽  
Urban Science ◽  
Science Educators

Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.

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