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Teaching Science for Social Justice
How might science education reflect the values of a socially just and democratic society? How do urban youth living in poverty construct science in their lives in ways that are enriching, empowering, and transformative? Using a combination of in-depth case studies and rigorous theory, this volume: Offers a series of teaching stories that describes youth’s practices of science, providing valuable insight to help teachers work with inner-city youth.Explores the importance of inclusiveness, membership rules, and the purposes and goals of good science, including utility, pragmatism, and doing good for others.Shows how science connects to the lives of youth both in and out of school. Builds on and critiques current reform initiatives in science education.Features stories taken from six years of teaching and research in after-school science programs with children and youth in homeless shelters.Illustrates how the children’s unique situations framed their constructions of science in compelling and challenging ways.
Feminist Science Education
This volume presents a case for liberatory science education from a feminist perspective. Based on a two-year teacher-research study, Feminist Science Education questions and challenges how power and knowledge relationships position teachers, students, and science with and against one another in the classroom. Using stories about life in and out of the classroom, this book describes the impact that exploring this situated nature of science and teaching has for transforming science education.
Empowering Science and Mathematics Education in Urban Schools
Argues that teachers and schools should create hybrid third spaces--neither classroom nor home--in which underserved students can merge their personal worlds with those of math and science.
Rethinking Scientific Literacy
This book presents a new and entirely different perspective on scientific literacy in that it valorizes the capacities of human beings to participate in worldly affairs and to change their life contexts.
STEM-Rich Maker Learning
In recent years, Maker-centered learning has emerged in schools and other spaces as a promising new phase of STEM education reform. This book expands the current Making landscape to include urban communities whose resources have not customarily accommodated such an innovative approach. The text features longitudinal ethnographic data and compelling examples.
Internationalisation and Globalisation in Mathematics and Science Education
This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. It provides a wide representation of views some of which are not often represented in international publications. This is the first book to deal with issues of globalisation and internationalisation in mathematics and science education.
Teaching Toward Rightful Presence in Middle School STEM
Practical guidance for teachers aiming to strategically support the full participation and engagement of minoritized students in STEM education. In Teaching Toward Rightful Presence in Middle School STEM, Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K–12 science education. Tan and Calabrese Barton first delve into the complex legacy of syste...
Teaching Science for Social Justice
How might science education reflect the values of a socially just and democratic society? Using a combination of in-depth case studies and rigorous theory, this volume offers a series of teaching stories that describe inner city youth's practices of science.
Teaching Towards Rightful Presence in Middle School Stem
Practical guidance for teachers aiming to strategically support the full participation and engagement of minoritized students in STEM education. In Teaching Toward Rightful Presence in Middle School STEM, Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K-12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemi...
Change Agents in Science Education
In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change. A wide range of educational contexts are described in the book, including urban school settings in the U. S., slum communities in Mumbai, India, an agricultural community in Benin, Africa, a children's educational television program production company in the U. S. In each context, powerful examples of how science was enacted to transform ways of thinking and doing are demonstrated. Each contributor shares experiences with science, and the challenges, triumphs and lessons learned which need to be considered and addressed as part of the role of the science educator. Change, it is argued, needs to be facilitated on a variety of levels in order for learning to take place. Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.
