Abstract
This article describes, and then applies a newly developed framework for classroom citizenship as an entry point into addressing social justice issues in urban science classrooms. The author provides in‐depth descriptions of cogenerative dialogues, coteaching, and cosmopolitanism (3Cs), and presents this triad of tools as an approach to research/practice that addresses full participation of youth in an urban physics classroom. By describing the 3Cs, in an urban classroom, the author presents under‐discussed issues that inhibit urban youth from fully participating in urban science classrooms, as an inhibitor to social justice within the classroom.
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