The current wave of reform in science education is not in the best interests of the diverse cultures that comprise the population of the United States. The reform is standards- and test-based, and seeks to create schooling that ignores differences in people, and instead creates an outline of what is to learned for all students regardless of where they live.
During my career as a teacher, I have been an advocate for humanistic education, which is a person-centered approach in which teachers create environments that are experiential and ones in which discovering, valuing, and exploring underscore the activities of students.
While doing research for the first edition of the Art of Teaching Science, I became aware of Dr. Christopher Emdin, through his research in science education. In particular it was Emdin’s research that focused on science education in urban classrooms.
In the first publication that I found written by Dr. Emdin, entitled Exploring the context of urban science classrooms the concepts of corporate and communal classroom organizations were introduced.
Corporate classroom organization occurs when students and teachers are involved with subject matter and functioning that follow a factory or production mode of social interaction. The primary goal in corporate classes is to maintain order and to achieve specific results, such as scores on achievement tests.
Communal classrooms involve students and teachers working with subject matter through interactions that focus on interpersonal relationships, community and the collective betterment of the group.
Recently Dr. Emdin published a ground-breaking book entitled Urban Science Education for the Hip-Hop Generation. The book provides essential tools for the urban science educator and researcher, according to the publisher. But it is much more than that.
Christopher Emdin say this about the philosophy that under-girds his book:
In urban classroom, the culture of the school is generally different from the culture of the students. In addition, a majority of students are either African American or Latino/a while their teachers are mostly White. Culturally, urban youth are mostly immersed in a generally communal and distinctly hip-hop based way of knowing and being. By this, I mean that the shared realities that come with being socioeconomically deprived areas brings urban youth together in ways that transcend race/ethnicity and embraces their collective connections to hip-hop. Concurrently, hip-hop is falsely interpreted as being counter to the objectives of school, or seen as “outside of” school culture.
In the current conversation about educational reform, and in particular, science education reform, the thinking reflected in Emdin’s book should be fundamental reading for science teachers and teacher educators, as well the corporate types that are aggressively pushing the corporate take over of schooling which relies on a very traditional model of teaching.
Hip-Hop and Reform of Education
As I pointed out at the beginning of this piece, my interest was piqued after reading Emdin’s research comparing and contrasting the corporate vs the communal organization of classrooms. I would expand this to include whole school systems.
The danger we face is that American education is being led to adopt and solidify, through common standards and common assessments, a corporate management style of classrooms and schools. Teachers and students are together in the service of reaching the goals and objectives (standards) set by outside groups (although only one group wrote the Common Core State Standards in Mathematics and English/Language arts & the same company is writing the common science standards—Achieve, Inc.). To meet these standards, the same organizations have developed bubble type achievement tests, and mandated that all students should reach the same level of proficiency regardless of where they live.
Emdin’s approach is to encourage classrooms that are organized as communal systems in which teachers and students work with subject matter through interactions that focus on interpersonal relationships, community, and the collective betterment of the group.
It is obvious that the corporate approach would see hip-hop as something outside of schooling, and reject it as a legitimate form of communication inside education. Of course, this is a huge mistake. One of the biggest problems that beginning teachers have who are hired to teach in urban classrooms is their lack of knowledge of their students’ culture, and how to work with students in a culture very different than their own.
The county in which I live in Georgia just turned down the superintendent’s request to hire 50 Teach for America Teachers and place them in south Cobb schools, which reflect the urban culture described above, especially since most of the students in these schools are Latino/a. The decision needless to say was a controversial one. The TFA is a large corporate entity that places “teachers” in full time teaching positions in urban schools. However the TFA teachers have no prior training in teaching other than a four week summer program prior to employment. TFA will tell you that their teachers help urban students learn more (on achievement tests) than other beginning teachers. There is little to no evidence to support this. But because TFA teachers are from prestigious schools and are bright and smart, the common sense notion is that they are the kind of teachers needed for urban schools, like the schools in South Cobb.
Not so according to many teachers in Cobb County and its school board. Not only is there is a budget shortage in Cobb (as in most other districts), but by hiring 50 TFA teachers would mean that 50 experienced teachers would have to go. Those who embrace the TFA mantra tell us that they will deliver the best and the brightest, and the most inexperienced professionals for America’s urban schools. Its not solving the problem, and the teachers and school board in Cobb made the right decision.
Communal Teaching and Reform
The kind of teaching environment that Emdin suggests for urban schools is a communal one. Communal classrooms involve students and teachers working with subject matter through interactions that focus on interpersonal relationships, community and the collective betterment of the group. This type of teaching requires not only an understanding of the student’s culture, but the courage and willingness to create classrooms that are based on relationships, empathy, and understanding, and there is substantial evidence that in order to do this the best and most experienced teachers are needed. Putting unlicensed and inexperienced teachers in urban classrooms is more of an experiment being carried out by TFA rather than a solution to urban schooling.
Emdin provides insight for us as to go about being a teacher in urban classrooms. Because Emdin places great emphasis encouraging teachers to understand their urban students and he says this:
…it is necessary to understand how students know, feel, and experience the world by becoming familiar with where students come from and consciously immersing oneself in their culture. This immersion in student culture, even for teachers who may perceive themselves to be outsiders to hip-hop, simply requires taking the time to visit, observe, and study student culture.
Dr. Emdin suggests that classrooms should be viewed as a “space with its own reality.” In particular he urges us to focus on the “experiences of hip-hop participants as a conduit through which they can connect to science.” Using the concept “reality pedagogy” teaching in the urban classroom means creating a new dialogue in which the student’s beliefs and behaviors are considered normal, and that the experiences within the hip-hop culture can actually be the way to learning science.
What do you think about Dr. Emdin’s ideas about teaching and learning in the urban classroom? What experiences would you like to share with us about teaching?