ror.org/0161xgx34
Abstracts
Abstract
In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice driven science club over time and the kind of transformative learning it supported for youth who are for the most part first-generation immigrants growing up in an underserved urban centre. We also explore how the alliance between the university, the school and the community enriched the learning ecologies of the participating youth and how it was experienced by the instructors and preservice teachers who pursued service learning projects in the clubs as part of their university course work in education. We show how such diverse experiences offer rich insights into ways of building alliances among schools, community resources and the university to support equity-driven practices that are inclusive and supportive of ethnically diverse youth with complex immigration histories.
Keywords:
- after-school science clubs,
- immigrant youth,
- teacher training
Download the article in PDF to read it. Download
Appendices
Acknowledgements
The authors wish to thank all the students, parents, teachers, schools, and community organizations involved for their participation. This study was made possible thanks to funding from the Fonds Société et culture and its partner, the Ministère de l’Éducation et de l’Enseignement supérieur (MEES) du Québec, through its Programme de recherche sur la persévérance et la réussite scolaires.
Bibliography
- Arreguin-Anderson, M. G., and Kennedy, K. D. (2014). Aspirantes’ Consejos on El Maga and the role of technology. In B. B. Flores, O. A. Vasquez & E. R. Clark (Eds.), Generating transworld pedagogy (pp. 117-127). New York, NY: Lexington Books. Google Scholar Search this bibliographic reference on Google Scholar
- Barron, B. (2010). Conceptualizing and tracing learning pathways over time and setting. Yearbook of the National Society for the Study of Education, 109(1), 113-127. 10.1177/016146811011201308 Google Scholar Search this bibliographic reference on Google Scholar
- Barron, B., Gomez, K., Pinkard, N., and Martin, C. K. (2014). The digital youth network. Cultivating digital media citizenship in urban communities. Cambridge, MA: MIT Press.10.7551/mitpress/9240.001.0001 Google Scholar Search this bibliographic reference on Google Scholar
- Bell, P., Bricker, L., Reeve, S., Zimmerman, H. T., and Tzou, C. (2013). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST opportunities: Learning in out-of-school time (pp. 119-140). New York, NY: Springer.10.1007/978-94-007-4304-5_9 Google Scholar Search this bibliographic reference on Google Scholar
- Ching, D., Santo, R., Hoadley, C., and Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through brokering future learning opportunities. Document retrieved from: http://hivenyc.org/Google Scholar Search this bibliographic reference on Google Scholar
- Coffey, H. (2009). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335-342.10.1016/j.tate.2009.09.014 Google Scholar Search this bibliographic reference on Google Scholar
- Cole, M. (and the Distributed Literacy Consortium) (2006). The Fifth Dimension: An after-school program built on diversity. New York: Russell Sage Foundation.Google Scholar Search this bibliographic reference on Google Scholar
- Flores, B. B., Vasquez, O. A., Clark, E. R. (Eds.) (2014). Generating transworld pedagogy. New York, NY: Lexington Books.Google Scholar Search this bibliographic reference on Google Scholar
- Green, J., Skukauskaite, A., and Cordova, R. (2007). Epistemological issues in the analysis of video records: Interactional ethnography as a logic of inquiry. In R. Goldman, P. Pea, B. Barron, & S. J. Derry (Eds), Video research in the learning sciences (pp. 115-132). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar Search this bibliographic reference on Google Scholar
- Gutiérrez, K. D., and Vossoughi, S. (2012). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1-2), 100-117.10.1177/0022487109347877 Google Scholar Search this bibliographic reference on Google Scholar
- Gutiérrez, K., Izquierdo, C., and Kremer-Sadlik, T. (2010). Middle class working families’ beliefs and engagement in children’s extra-curricular activities: The social organization of children’s future. The International Journal of Learning, 17(3), 633-656).10.18848/1447-9494/CGP/v17i03/46909 Google Scholar Search this bibliographic reference on Google Scholar
- Gutiérrrez, K. D. (2014). Foreword: La Clase Magica: An enduring prototype of a new Latin@ Diaspora. In B. B. Flores, O. A. Vasquez & E. R. Clark (Eds.), Generating transworld pedagogy (pp. vii-xii). New York, NY: Lexington Books.Google Scholar Search this bibliographic reference on Google Scholar
- Hallman, H.L. (2012). Community-based field experiences in teacher education: Possibilities for a pedagogical third space. Teaching Education, 23, 241-263. 10.1080/10476210.2011.641528 Google Scholar Search this bibliographic reference on Google Scholar
- Ito, M., Guitérrez, K. Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., Watkins, S. C. (Eds.). (2013). Connected learning: An agenda for research and design. A research synthesis report of the Connected Learning Research Network. Retrieved from: http://connectedlearning.tv/what-is-connected-learningGoogle Scholar Search this bibliographic reference on Google Scholar
- Jurow, A.S., Tracy, R., Hotchkiss, J.S., & Kirshner, B. (2012). Designing for the future: How the Learning Sciences can inform the trajectories of preservice teachers. Journal of Teacher Education, 63, 147-160. 10.1177/0022487111428454 Google Scholar Search this bibliographic reference on Google Scholar
- Lamarre, P. (2013). Catching “Montréal on the move” and challenging the discourse of unilingualism in Québec. Anthropologica, 55(1), 41-56.Google Scholar Search this bibliographic reference on Google Scholar
- McDonald, M. A., Bowman, M., and Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35.10.1177/016146811311500404 Google Scholar Search this bibliographic reference on Google Scholar
- McGregor, C., Sanford, K., and Hopper, T. (2010). <Alter>ing experiences in the field: Next practices. In T. Falkenberg and H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (2 vols., pp. 297-315). Winnipeg, MB: Faculty of Education of the University of Manitoba.Google Scholar Search this bibliographic reference on Google Scholar
- Murrell, P. C. (2000). Community Teachers: A Conceptual Framework for Preparing Exemplary Urban Teachers, The Journal of Negro Education, 69(4), 338-348.10.2307/2696249 Google Scholar Search this bibliographic reference on Google Scholar
- Onore, C., & Gildin, B. (2010). Preparing urban teachers as public professionals through a University-Community Partnership. Teacher Education Quarterly, 37, 27-44. (EJ902707)Google Scholar Search this bibliographic reference on Google Scholar
- Potvin, M., Magnan, M.-O., and Larochelle-Audet, J. (2016). La diversité ethnoculturelle, religieuse et linguistique en éducation. Montréal, Canada: Fides Éducation.Google Scholar Search this bibliographic reference on Google Scholar
- Pink, S. (2001). Doing visual ethnography. Thousand Oaks, CA: Sage.Google Scholar Search this bibliographic reference on Google Scholar
- Rahm, J. (2013). Collaborative imaginaries and multi-sited ethnography: Space-time dimensions of engagement in an after-school science program for girls. Ethnography and Education, 7(2), 247-264.10.1080/17457823.2012.693696 Google Scholar Search this bibliographic reference on Google Scholar
- Rahm, J., Lachaîne, A., Martel-Reny, M.-P. et Kanouté, F. (2012). Le rôle des organismes communautaires dans la réussite scolaire et le développement identitaire des jeunes issus de l’immigration. Diversité Urbaine, 12(1), 87-104.
10.7202/1019213ar
Google Scholar
Search this bibliographic reference on Google Scholar
- Spradley, J. P. (1979). The ethnographic interview. Orlando, FL: Harcourt Brace Jovanovich College Publishers. Google Scholar Search this bibliographic reference on Google Scholar
- Skinner, E. A. (2010). Project Nueva Generacion and grow your own teachers: Transforming schools and teacher education from the inside out. Teacher Education Quarterly, Summer, 155-167.Google Scholar Search this bibliographic reference on Google Scholar
- Tan, E., and Calabrese Barton, A. (2012). Empowering science and mathematics education in urban schools. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226037998.001.0001 Google Scholar Search this bibliographic reference on Google Scholar
- Vasquez, O. A., Clark, E. R., and Flores, B. B. (2014). Una pedagogia transmundial/A transworld bedagogy: anchoring theory to the sacred sciences. In Flores, B. B., Vasquez, O. A., Clark, E. R. (Eds.), Generating transworld pedagogy (pp. 17-32). New York, NY: Lexington Books.Google Scholar Search this bibliographic reference on Google Scholar
- Wassell, B. A., Martin, S. N., and Scantlebury, K. (2013). Using cogenerative dialogues to foster community and support English language learner students’ learning. TESOL, 4(4), 759-771.10.1002/tesj.109 Google Scholar Search this bibliographic reference on Google Scholar
- Zeichner, K. (2010a). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the US. Teaching and Teacher Education, 26, 1544-1552.10.1016/j.tate.2010.06.004 Google Scholar Search this bibliographic reference on Google Scholar
- Zeichner, K. (2010b). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89-99.10.1177/0022487109347671 Google Scholar Search this bibliographic reference on Google Scholar