Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Science educators have yet to identify ways to enable inner city African American high school students to experience success in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity, and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement expressiveness dispositions hold potential for transforming the teaching and learning of these students.
- Barton, A. C. (1998) Feminist science education. Teachers College Press, New York
- Belenky, M. F., Clinchy, B. M., Goldberger, N. R., Tarule, J. M. (1986) Women’s ways of knowing: The development of self, voice, and mind. Basic Books, New York
- Boykin, A. W. The triple quandary and the schooling of Afro-American Children. In: Neisser, U. eds. (1986) The school achievement of minority children: New perspectives. Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 57-92
- Boykin, A. W., Cunningham, R. T. (2001) The effects of movement expressiveness in story content and learning context on the cognitive performance of African American children. The Journal of Negro Education 70: pp. 72-83
- Carambo, C. Learning science and the centrality of student participation. In: Tobin, K., Elmesky, R., Seiler, G. eds. (2005) Improving urban science education: New roles for teachers, students and researchers. Rowman & Littlefield, New York, pp. 165-180
- Collins, R. (2004) Interaction ritual chains. Princeton University Press, Princeton, NJ
- Elmesky, R., Tobin, K. (2005) Expanding our understandings of urban science education by expanding the roles of students as researchers. Journal of Research in Science Teaching 42: pp. 807-828 CrossRef
- Gee, J. (2004) Situated language and learning: A critique of traditional schooling. Routledge, New York
- Giddens, A. (1991) Modernity and self-identity. Stanford University Press, Stanford, CA
- Gutierrez, K., Rogoff, B. (2003) Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher 32: pp. 19-25
- Ladson-Billings, G. (1995) Toward a theory of culturally relevant pedagogy. American Educational Research Journal 32: pp. 465-491 CrossRef
- LaVan, S. K., Beers, J. The role of cogenerative dialogue in learning to teach, transforming learning environments. In: Tobin, K., Elmesky, R., Seiler, G. eds. (2005) Improving urban science education: New roles for teachers, students and researchers. Rowman & Littlefield, New York, pp. 147-164
- Lave, J. (1988) Cognition in practice. Cambridge University Press, Cambridge
- Lemke, J. (1990) Talking science: Language, learning, and values. Ablex, Norwood, NJ
- Lessig, L. (2004) Free culture: The nature and future of creativity. Penguin Books, New York
- Noddings, N., Shore, P. J. (1984) Awakening the inner eye: Intuition in education. Teachers College Press, New York
- Noguera, P. (2003) Schools, prisons, and social implications of punishments: Rethinking disciplinary practices. Theory into Practice 42: pp. 1-10 CrossRef
- Office of Special Education Programs. (2003). Table AA15: Racial/ethnic composition (number and percentage) of students (ages 6–21) served by disability and state. Retrieved January 10, 2005, from http://www.ideadata.org/tables27th/ar_aa15.htm.
- Olitsky, S. (2005). Science learning, group membership, and identity in an urban middle school. Unpublished Ph.D. dissertation, University of Pennsylvania.
- Roth, W.-M. Making and remaking self in urban schooling: Identity as dialectic. In: Kincheloe, J. L., Hayes, K., Rose, K., Anderson, P. M. eds. (2006) The Praeger handbook of urban education. Greenwood, Westport, CT, pp. 143-153
- Roth, W-M., Barton, A. C. (2004) Rethinking scientific literacy. Routledge Falmer, New York
- Roth, W.-M. (2007). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Manuscript submitted to Cultural Studies of Science Education.
- Roth, W-M., & Tobin, K. (2007). Solidarity and conflict: Prosody as interactional resource in intra- and intercultural communication involving power differences. Manuscript submitted to American Journal of Sociology.
- Seiler, G. (2001) Reversing the “standard” direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching 38: pp. 1000-1014 CrossRef
- Seiler, G. All my life I been po’: Orality as a resource for science teaching and learning. In: Tobin, K., Elmesky, R., Seiler, G. eds. (2005) Improving urban science education: New roles for teachers, students and researchers. Rowman & Littlefield, New York, pp. 113-130
- Seiler, G., Elmesky, R. (2007) The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms. Teachers College Record 109: pp. 391-419
- Seiler, G., Tobin, K., Sokolic, J. (2001) Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schools. Journal of Research in Science Teaching 38: pp. 746-767 CrossRef
- Sewell, W. H. (1992) A theory of structure: Duality, agency, and transformation. American Journal of Sociology 98: pp. 1-29 CrossRef
- Sewell, W. H. The concept(s) of culture. In: Bonnell Hunt, V. E. L. eds. (1999) Beyond the cultural turn: New directions in the study of society and culture. University of California Press, Berkeley, pp. 35-61
- Swartz, D. (1997) Culture and power: The sociology of Pierre Bourdieu. University of Chicago Press, Chicago
- Tobin, K. (2006). Aligning the cultures of teaching and learning science in urban high schools. Cultural Studies of Science Education, 1, 219–252.
- Tobin, K., & Roth, W-M. (in press). In praise of heterogeneity. In A. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school contexts. Rotterdam, NL: Sense Publishing.
- Watts, I. E., Erevelles, N (2004) These deadly times: Reconceptualizing school violence by using critical race theory and disability studies. American Educational Research Journal 41: pp. 271-299
- Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities
Cultural Studies of Science Education
Volume 2, Issue 1 , pp 73-103
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- African American students
- Cultural dispositions
- Movement expression
- Hybrid identities
- Creolized science