Barton, Angela

From Eduwiki

Teaching Science for Social Justice

KOBE (a self appointed pseudonym)

Kobe is a sixteen year old high school student living at a shelter. He is the oldest and takes care of his siblings. His father is not around and his mother is not a reliable parent. He is involved with gangs, and drugs. He dislikes school and has dropped out. He has had problems with his science teacher. He aspires to be an athlete, or a cook. He gets involved with a science project to clean up a lot and convert it to a garden. Kobe attempts to return to school after his positive experience with the science program at his shelter. He chooses to return to his science class, where he is mocked by the teacher and given no "respect". He does not return to school.  

 The authors make the point that all focus is on what is lacking with urban education by people in power like educators, researchers..etc.. The research shows that poor schools have less certified science teachers, equipment, classes, you name it.....even as compared to the resources available from a particular school ( I am finding this to be true this year at my new job at an inner city low income charter school). 

The most recent call for scientific literacy is including talks about what should transpire in science classrooms, unlike the very first call for scientific literacy (circa 1847) that predominately emphasized in including science as a subject in school.



However, these initiatives have been criticized for using the “deficit model” (focusing on the negatives or what is missing).

The authors stand is one for addressing science education concerns in minorities, female, and poor urban areas in a way that is positive and empowering.

A critical approach to science education does not only focus on tests, but focuses on the students' contexts, such as where they live, and how they apply science to their lives, or what science activities such as clubs are they involved with, away from school.