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1.
Aziz Choudry 《Cultural Studies of Science Education》2010,5(2):423-434
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. 相似文献
2.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献
3.
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
4.
Gender,masculinity and the new economy 总被引:2,自引:0,他引:2
This paper examines the ‘remaking’ of white working class masculinities in the latter quarter of the twentieth century. It draws on ethnographic data gathered at two points in time in order to interrogate the relation of macro-economic and social relations on individual and group identities; to excavate the social psychological relations ‘between’ genders and races, as narrated by white working-class men; and to explore the nuanced variations among these men. Addressing theoretical, empirical and methodological issues associated with these studies, I argue that the remaking of the white working class can only be understood in relation to gendered constructions within itself, the construction of relevant ‘others’, as well as deep shifts in large social formations. 相似文献
5.
Postcolonial foldings of space and identity in science education: limits, transformations, prospects
The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer
constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet
the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption
that it is difficult to make meaningful and transformative changes in science education so that educators’ efforts take into
consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of ‘an era of
globalization’ in order to meet the demands of today’s schools. Each of these four essays problematizes various aspects of
the social and cultural conditions of science education nowadays using different ‘postcolonial’ ideas to interpret the implications
for science learning and teaching. Although the term ‘postcolonial’ has certainly multiple meanings in the literature, we
use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices
and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue
with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the
risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.
相似文献
Michalinos ZembylasEmail: |
6.
Noel Gough 《Cultural Studies of Science Education》2011,6(1):113-125
In this essay I explore a number of questions about purposes and methods in science education research prompted by my reading
of Wesley Pitts’ ethnographic study of interactions among four students and their teacher in a chemistry classroom in the
Bronx, New York City. I commence three ‘lines of flight’ (small acts of Deleuzo-Guattarian deterritorialization) that depart
from the conceptual territory regulated by science education’s dominant systems of signification and make new connections
within and beyond that territory. I offer neither a comprehensive review nor a thorough critique of Wesley’s paper but, rather,
suggest some alternative directions for science education research in the genre he exemplifies. 相似文献
7.
Troy D. Sadler 《Cultural Studies of Science Education》2009,4(3):697-703
This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific
reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels
used to reference approaches in science education that prioritize socially relevant issues and the science related to these
issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework,
and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s
use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions
include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct
to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning
as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific
reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to
the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners
consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between
embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant
issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute
questions) movement.
相似文献
Troy D. SadlerEmail: |
8.
Robert Klee 《Science & Education》2008,17(10):1157-1174
Christina Hoff Sommers and Sally Satel, a philosopher and a psychiatrist, now both policy analysts at the American Enterprise
Institute, write in their recent book One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance that empirically unsupported psychological theories ultimately descended from the cultural upheavals of the 1960s have slowly
wormed their way into the educational and social scientific mainstream. These theories, the authors argue, promote a view
of the human person as someone who is ‘too fragile for this world’, and in need of ceaseless counseling and coddling from
the cradle to the grave. The case the authors make for their thesis is, I argue, uneven – strong in specific cases, but weak
and overwrought in many others. In the end, I argue, they misidentify the main cause of the increasing shallowness that, to
a growing number of critics, is slowly infesting contemporary social science and education.
A review essay on Christina Hoff Sommers and Sally Satel’s, One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance, 2005, St. Martin’s Press, New York. 相似文献
9.
This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献
10.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
11.
Catherine Milne 《Cultural Studies of Science Education》2009,4(4):1013-1022
I respond to Zeyer and Roth’s (Cultural Studies of Science Education, 2009) paper on their use of interpretive repertoire analysis to explicate Swiss middle school students’ dialogic responses to
environmental issues. I focus on the strategy of interpretive repertoire analysis, making sense of the stance Zeyer and Roth
take with this analysis by synthesizing their argument and comparing their analysis with other researchers that have also
used this analytic tool. Interpretive repertoires are discourse resources, including mores, tropes, and metaphors that can
be evoked by speakers in support of a tenuous claim. So interpretive repertoires have rhetorical character and function. Interpretive
repertoire analysis requires looking for patterns in the contradictions in the speech of a collective of participants that
can be codified as interpretive repertoires. Interpretive repertoires provide insight into macro-structures that frame, and
are used to justify participants’ behavior. My response to Zeyer and Roth’s argument might also be thought to be contradictory
but I think defensible. In this paper, I outline why I am excited by the possibilities I can image for this type of analysis
in areas of science education research. However, I also felt the need to identify possible limitations of Zeyer and Roth’s
exclusive focus on environmental issues to the neglect of other issues, such as those associated with gender, embedded in
participants’ discourse. I argue that a critical and historical focus, in conjunction with interpretive repertoire analysis,
offer a rich strategy for analysis in science education research, especially in the study of macrostructures, such as gender,
race, identity and power. 相似文献
12.
Virginie Albe 《Research in Science Education》2008,38(1):67-90
Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach
has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group
discussions. Several processes of group argumentation have been identified. Students’ arguments were elaborated from scientific
data, common ideas and epistemological and strategic considerations. Students’ social interactions influenced the patterns
of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific
issues in class are discussed. 相似文献
13.
David E. Long 《Cultural Studies of Science Education》2010,5(1):257-261
The Answers in Genesis Creation Museum opened in May of 2007. During the opening day, a loosely affiliated group of scientists
joined in a Rally for Reason as they termed it to protest the museum’s potential effect on science in the United States. This
paper discusses ethnographic data collected before and during the rally. Scientist narratives disclose the rationale for their
participation at the rally, unpacking their hopes, fears and social ideals vis-à-vis their perception of the Museum’s impact.
With these ideals, I discuss the lacking discourse between the values of ideal of science literacy, the contested authority
of museums and their publics, and a lacking conception of how a valuerationality aligned towards the Museum’s message continues
to be culturally produced. 相似文献
14.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
15.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
16.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
Grady VenvilleEmail: |
17.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2011,6(1):223-233
This response to Mitchell and Mueller’s “A philosophical analysis of David Orr’s theory of ecological literacy” comments on
their critique of Orr’s use of the phrase “ecological crisis” and what I perceive as their conflicting views of “crisis.”
I present my views on ecological crisis informed by standpoint theory and the definition of crisis as turning point. I connect
the concept of turning point to tipping point as used in ecology to describe potentially irreversible changes in coupled social-ecological
systems. I suggest that sustainable societies may provide models of adaptive learning in which monitoring of ecological phenomena
is coupled to human behavior to mitigate threats to sustainability before a crisis/tipping point is reached. Finally, I discuss
the Hawai‘i State Department of Education’s removal of its Indigenous science content standard Mālama I Ka ‘Āina, Sustainability and its continued use in community-based projects. 相似文献
18.
Allison Skerrett 《Journal of Educational Change》2011,12(2):211-220
In this article, I discuss two areas of Andy Hargreaves’ scholarship, teachers’ identity and biography and the three periods
of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe
research projects, including self-studies, in which I have examined the influence of teachers’ identities and biographies
on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers’ identity and
biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational
change—a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization,
along with the monocultural restoration—to corresponding policies and practices of responding to student diversity in the
US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational
leadership and diversity. 相似文献
19.
Kathryn M. Olesko 《Science & Education》2006,15(7-8):863-880
Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature
on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel
Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories
of historical analysis – experience, sensation, and cognition – that are embedded in science pedagogy. He furthermore argues
unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of
the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook
culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this
volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest
between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative
century in textbook production. 相似文献
20.
The physical and social image of the scientist among school children, student teachers, and teachers over the last 50 years
was investigated. Interest has also been shown in the perception of the personality behind the physical stereotype. Nevertheless,
the value judgments of science and scientists and the positive and negative mind–sets attaching to these judgments in our
society were less investigated, either in Israel or abroad. In this investigation models given to science and scientists in
the classical literature and by some popular science writers were investigated, together with contemporary learners’ views.
The populations consist of 125 high school students from Israel. Several tools were used during this investigation to decipher
the images of science: Closed questionnaire, writing an essay, and semistructured collective interviews. Classical authors
have pessimistic views about science and the scientists. Most models are unfavorable, and criticize the scientists: The mad
and monstrous scientist (Frankenstein), the scientist who is alienated from human life (The Physicists), the scientist who is cut off from reality, the “geek” (Gulliver’s Travels), the scientist whose irresponsible research is harmful to the environment (Jurassic Park), the scientist who hungers for knowledge at any cost (Faust). The positive images found especially in the popular science literature: the scientist who cures diseases (Microbe Hunters), the scientist who has professional integrity (Galaxies), the scientist who keeps to the rules of the scientific method to obtain objective results (Wrinkles in Time).
We found that some expressions relating to fear of science which have appeared in the classics since the beginning of the 18th century were found in a similar way with students of the 21st century, while others expressed that same fear in different ways. There was also an identification with Swift’s “unsociable
and unemotional” scientists. Alongside the existence of expressions of fear of science, and mainly ambivalent opinions of
students toward science, the dominant picture that stands out in this study is that our contemporary students are pro science,
and regard science as a useful area of society. 相似文献