Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance. (November 2019)

• Record Type: Journal Article
• Authors: Wright, Christopher G.
• Is Part Of: Urban education. Volume 54:Number 9(2019)
• Page Start: 1319
• Page End: 1348
• Publication Date: 2019-11
• Subjects: language -- science -- representations -- African American students -- urban education; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085916646626
• Languages: English
• ISSNs: 0042-0859

Abstract

This exploratory design experiment investigates Black male youth's participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men's deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students' potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.