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Empowering Science and Mathematics Education in Urban Communities Edna Tan & Angela Calabrese Barton July 19, 2010 Table of ContentsList of Tables 3 List of Figures 4 Chapter 1 6 Changing the Discourse on Equity and Mathematics and Science for All 6 “Mmmmmm! Now that’s science!” 6 Unpacking equity, access and empowering science and mathematics education 11 What constitutes equitable opportunities to learn mathematics and science? 11 Equity as Equality 13 Science and Mathematics for All 15 Teaching and Learning as Enculturation into Communities of Practice: Advances and Limitations 21 Dynamic communities and transformations: A basis for empowering education 25 Returning to Mrs. Tiller’s Classroom 30 Engaging in research critically 35 The chapters in this text 37 Chapter 2 40 Empowering Teaching and Learning in Mathematics and Science Education 40 “You’re out. You’re playing with pictures of eyeballs, and that doesn’t look like weather to me!” 40 Transformative Third Spaces and Empowering Mathematics and Science Education 48 Challenging the Script 48 Third Spaces 51 Expanding the Goals of Mathematics and Science Education 56 Critical Science and Mathematics Literacy for Social Justice 59 Looking ahead: Learning from the Boss 67 Chapter 3 73 Critical Mathematical Agency in the Overcrowding at Francis Middle School Project 73 Introduction 73 Critical Mathematical Agency 75 Agency in mathematics classrooms. 76 Critical mathematical agency. 78 The Context: Overcrowding at Francis Middle School 79 Critical Mathematical Agency in the Overcrowding Project 82 Critical Mathematical Agency as Asserting Intentions: Angel’s Story 82 Critical Mathematical Agency as Authoring: L.J and Joel’s Story. 85 Critical Mathematical Agency as Improvisation: Marlene and Jerica’s Story. 89 Critical Mathematical Agency as Critique: Lianna’s Story. 93 Outcomes of Transformative, Hybrid, “AgencyEnhancing” Learning Spaces 97 Closing Reflections 101 Chapter 4 106 A narrative pedagogy for critical science literacy 106 Story telling as narrative pedagogy 109 Intersubjectivity, embodied knowing and stories 110 Re/imagining the world and stories 112 Making Healthy Choices in a Struggling Urban Community 113 Building hybrid spaces for critical science literacy through narrative pedagogy 117 Sharing Salad Recipes: January 26 117 Calvin & Exercise, January 28 127 Narrative pedagogy and hybrid spaces for critical science literacy 133 Stories as epistemic resources: Coauthoring and complicating the content story line 135 Stories as subject and object 137 Stories as transformative texts 140 Conclusion 142 Chapter 5 143 Becoming an Expert: Critical engagement with science and the community 143 The role of agency in empowering science education 144 Cultural Anthropology and the figured worlds of doing science for change 145 The Figured Worlds of GET City 150 A Glance at the Content Story Line: Is River City a UHI? 154 Critical Science Agency: Becoming Community Science Experts 158 Authoring an Investigation 163 Taking up an Expert Stance Engaging in the Practices of an Expert 172 Discussion 177 Moving forward with Agency 181 Chapter 6 185 Community Spaces as a Part of Hybrid Mathematics Learning Spaces: Integrating Multiple Funds of Knowledge 185 Funds of Knowledge and Critical Mathematics Education 188 Integrating Multiple Funds of Knowledge 190 Framework for Integrating Multiple Knowledge Bases in Mathematics Education 191 The Context: The Girls’ Math Club 193 Multiple Knowledge Bases in Hybrid Learning Spaces 195 “I Actually Feel Bad for the Kids that Do Have to Walk” 195 “…And it Might not be a Pretty Picture.” 197 “Wait, I Got a Great Idea!” 201 Multiple Knowledge Bases in Hybrid Learning Spaces Leading to Mathematizing the World and Humanizing Mathematics 204 Public valuing of multiple funds of knowledge. 206 Conclusion 207 Chapter 7 209 Hybrid Spaces for Empowering Learning in Mathematics and Science 209 Expansive Hybridity 210 Multiple Discourses, perspectives and resources 212 Multivocal & Identities for Practice 215 Learning outcomes in Hybrid Spaces 220 Politics & Tensions in Expansive Hybrid Spaces 225 Moving Forward 228 References 232 McFarlaneAlvarez, S. L. (2007). Trinidad and Tobago Television Advertising as Third Space: Hybridity as Resistance in the Caribbean Mediascape. Howard Journal of Communications, 18(1), 3955. 245 Sanchez, C. (2009). Learning About Students’ Culture and Language Through Family Stories Elicited by Dichos. Early Childhood Education Journal, 37(2), 161169. 249 List of Tables 255 List of Figures 267 