In “Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education” by Christopher Edmin, the author argues the ineffectiveness of urban science educator’s unable to foster students of color passion for science. Science educators aren’t becoming familiar with their student’s cultural background that allows teachers to engage students in science experiences that connects with student’s diverse backgrounds, so students of color can share their own cultural experiences in class.

Culturally relevant pedagogy and reality pedagogy are the two themes addressed in “Moving Beyond the Boat without Paddle: Reality Pedagogy, Black Youth, and Urban Science Education.” Edmin supports these themes by saying: culturally relevant pedagogy is when teachers create bridges by utilizing/using students cultural (home) and school lives to help make connections with science content and other content subjects being taught. Reality helps teachers and students develop an awareness of inequities and oppression of students of color in education especially science content courses. This reality brings awareness to teachers and students to build a partnership to eliminate the inequities and oppression within the classroom and provide an equitable opportunity for all students.

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The five takeaways I got from “Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education” are cogenerative dialogues, co-teaching, cosmopolitanism, context, and content. Cogenerative dialogues is a collaborative conversation between teachers and students to identify and implement positive changes in teaching and learning practices. Coteaching motivates and inspires urban Black youth students to teach a lesson; while the teacher becomes an observationist learning how to teach students of color. Cosmopolitanism welcomes black youth students to be an active participant in science classes and not feel like a visitor. Context allows students to bring artifacts from home, community, and cultural background to class that represents their culture. Content teacher becomes transparent with students to acknowledge their own inability with academic content knowledge; allowing an opportunity for teachers and students to explore learning together. The five C’s of reality pedagogy are excellent tools teachers can use to effectively teach science to Black youth.