Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.
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11 of 15 people found the following review helpful
Format:Paperback
Not surprisingly, the hip-hop generation and science educators within urban education classrooms experience major conflicts of interest. Unfortunately, within this tug-of-war for power, students tangibly succumb due to the overarching goals of meeting annual year progress (AYP) and the overwhelming focus on passing standardized examinations. In essence, since educational establishments measure success by grades earned without taking the systematic fallacies into account, urban students suffer and are stigmatized as lacking the ability and desire to achieve in science. Various scholars stand at the forefront challenging this idea that is in route to causing an apartheid among minorities who have the ability to become scientists (see Banks, 2003; Ball and Muhammad, 2003; Noguera and Wing, 2006).
Edmond reveals a host of factors that prohibits fruitful connections in between urban science education learning communities and the hip-hop generation. Traditionally science has been monolithically taught in spaces where educators lectured to students with the expectation that students will regurgitate the disseminated data through a test or lab project, while the hip-hop generation learning style unapologetically vary from the antiquated science teaching methodology. These intelligent students have higher chances at achieving when teaching methodologies allows dialogues among peers, just as it is within the hip-hop culture. This dialogue empowers student to be free thinkers and mentally digest information. The author notes that "participants in hop-hop generally view science classrooms as fields that impede their excitement about learning new things or actively participating in an activity" (p.31). It is the duty of science educators to discover the learning styles of all students so that no child would be left behind.
Urban Science Education is a must-read for all educators, particularly science education teachers who serve as instructors in any STEM (science, technology, engineering, mathematics) related fields. Although this work is geared towards scientists, those who work as social science educators can consider ways of expanding their teaching methodologies as a result of internalizing this book. Christopher Emdin is to be applauded for his unwavering commitment to improving achievement for all students, particularly minority students.
Edmond reveals a host of factors that prohibits fruitful connections in between urban science education learning communities and the hip-hop generation. Traditionally science has been monolithically taught in spaces where educators lectured to students with the expectation that students will regurgitate the disseminated data through a test or lab project, while the hip-hop generation learning style unapologetically vary from the antiquated science teaching methodology. These intelligent students have higher chances at achieving when teaching methodologies allows dialogues among peers, just as it is within the hip-hop culture. This dialogue empowers student to be free thinkers and mentally digest information. The author notes that "participants in hop-hop generally view science classrooms as fields that impede their excitement about learning new things or actively participating in an activity" (p.31). It is the duty of science educators to discover the learning styles of all students so that no child would be left behind.
Urban Science Education is a must-read for all educators, particularly science education teachers who serve as instructors in any STEM (science, technology, engineering, mathematics) related fields. Although this work is geared towards scientists, those who work as social science educators can consider ways of expanding their teaching methodologies as a result of internalizing this book. Christopher Emdin is to be applauded for his unwavering commitment to improving achievement for all students, particularly minority students.
1 of 1 people found the following review helpful
By Ariel83
Format:Paperback
This book is amazing. The ideas are innovative, the critiques of schooling are spot on, the challenges for educators are inspiring, and it makes me see that the hip-hop generation has immense potential. I will recommend it to every science teacher.... better yet every educator I know
0 of 32 people found the following review helpful
By Morski
Format:Paperback
So Christopher Emdin's 'vision' for science education is teach it using hip hop? Seriously???
The reality is that not everyone has the intellectual capacity to learn science. There are a lot of prerequisites that must be completed before even attempting it: facility with complex mathematics and rational thinking being just two of them. There's also a cultural valuing of science (and actually learning) that tends to be missing from inner-city schools.
I seriously doubt that anything Emdin proposes in this book will prove effective in the long-term. But I'm sure it will boost his media profile substantially.
The reality is that not everyone has the intellectual capacity to learn science. There are a lot of prerequisites that must be completed before even attempting it: facility with complex mathematics and rational thinking being just two of them. There's also a cultural valuing of science (and actually learning) that tends to be missing from inner-city schools.
I seriously doubt that anything Emdin proposes in this book will prove effective in the long-term. But I'm sure it will boost his media profile substantially.
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