Chapter

Empowering Teaching and Learning in Math and Science Education

Edna Tan, Angela Calabrese Barton, Erin E. Turner and Maura Varley Gutiérrez

in Empowering Science and Mathematics Education in Urban Schools

Published by University of Chicago Press

Published in print August 2012 | ISBN: 9780226037974
Published online February 2013 | e-ISBN: 9780226037998 | DOI: http://dx.doi.org/10.7208/chicago/9780226037998.003.0002
Empowering Teaching and Learning in Math and Science Education

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Empowering math and science education supports youth in appropriating canonical knowledge and practices of science and math, but also provides opportunities to question, challenge, and reconstruct knowledge, practice, and the contexts in which youth live and learn. This chapter provides a brief overview on the theory of constructing hybrid spaces in learning. The gap between script and counterscript can be bridged by building “third spaces,” or hybrid spaces, in classrooms. Third spaces—places where the script and counterscript productively intersect, creating the potential for authentic interaction to occur—are important because they connect the world of youth with the world of school learning through social heteroglossia. Discourses and forms of participation and activity, as mediated by “the tools of talk and interaction” of the classroom, are socioculturally situated and imbued with relationships of power. It matters whether the discourses and practices of youth in schools run counter to the teacher and the social institutions of schooling, and it is often the case that the local knowledge and resources of youth are not recognized or valued in the classroom. The idea of third space has its history in hybridity theory, which “recognizes the complexity of examining people's everyday spaces and literacies, particularly in a globalized world.”

Keywords: empowering; math; science; hybridity; third space; counterscripts

Chapter.  12630 words.  Illustrated.

Subjects: Schools Studies

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