Identity, culture and shared experiences: The power of cogenerative dialogues in urban science classrooms.
Item
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Title
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Identity, culture and shared experiences: The power of cogenerative dialogues in urban science classrooms.
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Identifier
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AAI3284484
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identifier
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3284484
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Creator
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Bayne, Gillian Ursula.
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Contributor
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Adviser: Kenneth Tobin
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Date
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2007
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sciences
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Abstract
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The research presented in this dissertation details four major examples of work that took place during a three-year longitudinal study in a small urban New York City public high school for high achieving youth. It aims to play a role in contributing to the understanding of the breakdown between and amongst those parties involved in urban science education. The work outlined herein responds to the calls for improvement within urban education, utilizing the experiences, knowledge and practices of its students, in order to help inform and improve science teaching and learning. Theoretical lenses upon which this critical ethnographic research is grounded primarily involve those that are socio-cultural in nature and examine the sociology of emotions.;In this research, I address how urban students, who have been historically alienated by science, develop forms of culture, enact them in science classes and then make transitions from participating marginally toward participating more centrally, demonstrating increasing science and science-like practices with higher levels of expertise. This work involves investigating human agency and its expansion as it becomes increasingly incorporated and internalized into individual and collective habitus.;The protocol utilized in this critical ethnography (videotapes of cogenerative dialogues, classroom practices and interviews; journal entries, field notes, student and teacher generated artifacts) facilitates the exploration and understanding of the ways by which aligning culture and expanding student roles, both inside and outside of the classroom can occur. The results of this study include concrete examples and interpretations of these expansions and, provide suggestions by which more adaptable forms of teaching and learning can be enacted. These practices ultimately benefit a wider variety of students who as result will become better at creating their own structures to succeed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
