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Urban Science Education for the Hip-Hop Generation (Cultural and Historical Perspectives on Science Education /) Paperback – February 24, 2010
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2014 White House "Champion of Change" - African American History Month STEM Access And Diversity
Christopher Emdin is among ten individuals honored for their work in supporting and accelerating science, technology, engineering, and math (STEM) opportunities for African American students, schools and communities. Click here for more. BOOK REVIEW EXCERPTS: "A must-read for all educators, particularly science education teachers who serve asinstructors 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. "--education review // resenas educativas (Nov 2011) "And if I dare say so, Dr. Chris Emdin might be best described as the Godfather of Hip-Hop Education. . . He's a science educator and focuses on how to engage youth and hip hop audiences in STEM (science, technology, engineering, and math). Just. Pure. AWESOMESAUCE! I tell you. "--DNLee, in her blog The Urban Scientist, at blogs. scientificamerican.com "Provides a fascinating look at some of the reasons for the disconnect between science educators and urban youths that goes beyond other works focused on urban youths. . . Emdin adds an important perspective to the growing discourse on the role of the student and student culture in science teaching and learning. As students and teachers continue to struggle in urban schools, and educational researchers probe for answers, understanding "hip-hop and its relation to science" (p. 116) can serve to make sense out of complexity and positively transform urban education. "--Democracy &
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This book clearly recommends teachers to engage in reading and interpreting the unfamiliar gestures and verbal languages of the multicultural students in the science classrooms.
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.