Jump to ContentJump to Main Navigation
Empowering Science and Mathematics Education in Urban Schools$
Users without a subscription are not able to see the full content.

Angela Barton, Edna Tan, Erin Turner, and Maura Varley Gutiérrez

Print publication date: 2012

Print ISBN-13: 9780226037974

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226037998.001.0001

Show Summary Details
Page of

PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 01 April 2020

A Narrative Pedagogy for Critical Science Literacy

A Narrative Pedagogy for Critical Science Literacy

(p.77) Chapter Four A Narrative Pedagogy for Critical Science Literacy
Empowering Science and Mathematics Education in Urban Schools

Edna Tan

Angela Calabrese Barton

Erin E. Turner

Maura Varley Gutiérrez

University of Chicago Press

This chapter presents a case study of Mrs. Davis' teaching of a unit on dynamic equilibrium in the human body: energy in and energy out. It explains that making food and activity choices are deeply rooted in culture and routine, and are shaped by larger societal and economic pressures. Storytelling as a pedagogical practice in families and communities has been in existence as long as the spoken word. Stories have played only a peripheral role in the teaching of science or math in the prototypical Western school. Stories or personal narrative are described as the “precursor” to talking and doing “real” or “paradigmatic” science, providing both the space and the opportunity. “Narrative pedagogy” refers to an approach to teaching that is built with and through the telling of stories. The chapter describes how a narrative pedagogy frames inter-subjective meaning making and embodied knowing as central features of coming to know and be in science and of building epistemological and ontological ties among teachers, students, and science. It suggests how a narrative pedagogy allows the learning community to re-imagine the world (of science) and one's position in it, as one considers how to use both epistemological and ontological positioning to enact change.

Keywords:   narrative pedagogy, science, economic pressures, stories, western school

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.