Teaching Science in Diverse Settings: Marginalized Discourses and Classroom Practice

Synopsis

The essays in this book draw from current debates concerning schooling & the need for liberatory education, the social construction of science & of identity & systems of race, class & gender oppression & domination. These works force us to confront such questions as, How can we shape practice & curriculum to address the needs of diverse learners? In what ways do the marginalized discourses in theory & practice push us to fundamentally reformulate our conceptions of teachers/teaching, students/learning & subject matter knowledge (science & what it means to know & do science) & the multiple relationships between & among these domains? In what ways do the marginalized discourses in theory & practice push us to fundamentally reformulate our conceptions of "science for all?" What it really means, in the day-to-day practice of teachers, to enact more liberating pedagogies? This collection serves to educate readers about the importance, history & possibilities for marginalized discourses in science education & also to engage readers in multiple cases where contributors have systematically applied & examined what happens when these theoretical frames are brought to bear in classroom practice. (K-12 science & science teacher education)

Additional information

Includes content by:
  • William C. Kyle Jr.
  • Angela Calabrese Barton
  • Margery D. Osborne
  • David J. Brady
  • Heidi Bulmahn Barker
  • William C. Kyle Jr.
  • Angela Calabrese Barton
  • Margery D. Osborne
  • David J. Brady
  • Heidi Bulmahn Barker
  • Kathleen Louis
  • Tanahia Burkett
  • Michalinos Zembylas
  • Elaine Howes
  • Gaell M. Hildebrand
  • Dana Fusco
  • Matthew Weinstein
  • Julie A. Bianchini
  • Lynette M. Cavazos
  • Sharon Parsons
  • Alberto J. Rodriguez
Publisher: Place of publication:
  • New York
Publication year:
  • 2001