Discusses key issues of education in general and leads into a critique of the relationships among capitalism, science, and education. Describes the implications that critical pedagogy might have for productively confronting these relationships in urban settings. (Author/MM)

An important challenge in urban science education is finding ways to engage all students in the learning of science. However, research in this area has consistently shown that around middle school student engagement in science wanes. Using critical ethnographic methods this study reveals how students cultivate a sense of ownership in an informal…

Identifies what "urban science education studies" means and reviews 46 articles representing the nature of urban science education based on the questions asked, research frameworks, guiding assumptions, and findings. Discusses educational equity and challenges regarding policy and enactments, goals of school science, and what to teach in…

Suggest that autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively. Claims that autobiography, as telling and interacting, dismantles the universalistic tug of science as local knowledge. Presents selected autobiographical accounts to make both…

The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to…

What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good…

Explores the ways in which current constructions of the formal peer review process in the science education community truncate the participatory research process. Shares a story of participatory research in an urban middle school. (Contains 32 references.) (DDR)