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Leveraging complex understandings of urban education for transformative science pedagogy

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Abstract

Despite the abundance of literature that attests to a myriad of complex and entrenched problems within urban education, the authors of this forum maintain that in addition to shedding light on oppressive structures and ideologies, critical pedagogues must remain steadfastly engaged in solution-oriented endeavors. Using Cheryl McLaughlin’s analysis as a worthy starting point, we consider both old paradigms and new ideas regarding the transformation of public science education. Topics for discussion include theoretical framing, urban teacher preparation, science education reform approaches, and the role of scholarship. While it is evident that securing rigorous and empowering science education for diverse learners will require arduous, collective effort on many fronts, this text upholds a sense of optimism in the potential of activist-teacher-researchers to overcome barriers to liberatory science teaching and learning.

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Author information

Authors and Affiliations

  1. School of Education, University of Michigan-Ann Arbor, Ann Arbor, MI, USA

    Natalie R. Davis

  2. Bank Street College of Education, New York, NY, USA

    Jenny Ingber

  3. University of Florida, Gainesville, FL, USA

    Cheryl A. McLaughlin

Authors
  1. Natalie R. Davis
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  2. Jenny Ingber
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  3. Cheryl A. McLaughlin
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Corresponding author

Correspondence to Natalie R. Davis.

Additional information

Lead Editor: M. Rivera Maulucci.

This review essay addresses issues raised in Cheryl McLaughlin’s paper entitled, Urban science education: examining current issues through a historical lens.

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Davis, N.R., Ingber, J. & McLaughlin, C.A. Leveraging complex understandings of urban education for transformative science pedagogy. Cult Stud of Sci Educ 9, 925–934 (2014). https://doi.org/10.1007/s11422-014-9609-9

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  • DOI: https://doi.org/10.1007/s11422-014-9609-9

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