Movement expressiveness, solidarity and the (re) shaping of African American students' scientific identities
Movement expressiveness, solidarity and the (re) shaping of African American students' scientific identities
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DOI：
10.1007/s11422-007-9050-4
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发表时间：
2007-01-01
影响因子：
1.2
通讯作者：
Seiler, Gale
中科院分区：
文献类型：
--
作者：
Elmesky, Rowhea;Seiler, Gale
科学教育者尚未找到让市中心非裔美国高中生在科学上取得成功的方法。在本文中，我们认为，了解校外领域的文化实践如何调节课堂内发生的事情并促进学生的学习对于解决当前科学表现的差异至关重要。具体来说，我们探讨了运动表达倾向对经济上处于不利地位的非裔美国青年的生活和学习的意义。这些特殊的倾向在我们的研究中被反复观察到，它们可以成为创造个人情感能量、集体团结和提高学习活动参与度的重要资源，因为它们为（重新）塑造身份提供了资源。因此，运动表现力倾向具有改变这些学生的教学和学习的潜力。
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.