Christopher Emdin, a comptemporary researcher, writer, and thinker in the domain of critical pedagogy, talks about the importance of what he calls “science talk”. He draws on Brown (2005) discussing the importance of using students’ ways of communicating as a tool to expand their scientific vocabulary. Additionally, he states that talking and writing science in the classroom among peers, to support the notion that “deep communication in and about science can evolve into comfort with the subject.
He goes further to state that “exchanges in the classroom that foster augmentation, active debate, complex thinking, deep questioning, the demonstration of mastery, and defending one’s position with appropriate words and content knowledge supports true science”. Emdin does this through the use of Hip-Hop. He uses the language of the students to empower them and allow them to work together to create meaning.
I love Emdin’s passion. I love how he ignites passion in those who listen to him. I love how he is not just happy with how things have always been done, but challenges the norms to allow his students to create real knowledge.
This is something I’d love to be able to inspire with my teaching.
In this video, Emdin states “transforming the world of education is not about what people outside of education do and think about that make a difference, but it is what you do in the lives of young people to allow them to envision new possibilities”.
Through giving students a voice, using blogging, I believe we are able to allow our students to engage in meaningful ways with information, to build knowledge in communities and share their knowledge in ways that are helpful to them.
Emdin, C. (2009) Urban science classrooms and new possibilities:
on intersubjectivity and grammar in the third space. Cultural Studies of Science Education. 4:239–254 DOI 10.1007/s11422-008-9162-5