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Teaching Science for Social Justice [Kõva köide]

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  • Formaat: Hardback, 208 pages, kõrgus x laius x paksus: 235x160x16 mm, kaal: 439 g, Illustrations
  • Sari: The Teaching for Social Justice Series
  • Ilmumisaeg: 13-Sep-2003
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807743844
  • ISBN-13: 9780807743843
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Teaching Science for Social JusticeSuurem pilt
  • Formaat: Hardback, 208 pages, kõrgus x laius x paksus: 235x160x16 mm, kaal: 439 g, Illustrations
  • Sari: The Teaching for Social Justice Series
  • Ilmumisaeg: 13-Sep-2003
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807743844
  • ISBN-13: 9780807743843
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780807743843.html
Märksõnad:

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.
Acknowledgments ix
1. Overview: Youth Lives and Youth Science 1(18)
The Tunnel
1(5)
Why Use Youth Stories to Make a Case for Urban Science Education?
6(4)
Learning in Context
10(6)
Looking Ahead: The Stories in This Text
16(3)
2. Learning with Urban Youth 19(27)
The Contradictions of Doing Science in and out of School: Kobe's Story
19(4)
Science for All: The Issues That Divide
23(11)
A Practice of Science in Urban Settings
34(8)
Applying a Practice of Science Perspective to Our Work with Urban Youth
42(1)
Looking Ahead
43(3)
3. Living in the Borderland 46(20)
Introduction: Worlds Apart
47(2)
Living Within the Margins
49(2)
Margin-Center Separation: Claudia's and Juan's Stories
51(1)
Claudia
51(6)
Juan
57(4)
Using the Margins for Strength
61(3)
Looking Ahead
64(2)
4. Power and Co-opting Science Spaces 66(27)
Power and Co-opting Science Spaces
67(1)
Power and Resistance
68(3)
Power and Science Education
71(1)
Junior
72(5)
Iris
77(4)
Disrupting Power Through Science
81(7)
Co-opting Science Spaces
88(3)
Looking Ahead
91(2)
5. Relevant Science: Activating Resources in Nonstandard Ways 93(27)
The Beginnings of a Picnic Table
93(4)
Relevant Science
97(1)
Ruben and the Picnic Table
98(5)
Relevant Science and the Picnic Table
103(1)
New Forms of Expert Knowledge, Skills, and Capabilities
104(9)
Authorship as a Community Practice
113(3)
Relevant Science
116(2)
Looking Ahead
118(2)
6. Transformations: Science as a Tool for Change 120(18)
Getting to Know Darkside
120(6)
Darkside and the Community Garden
126(1)
Transformations
127(8)
Looking Ahead
135(3)
7. Building Communities in Support of Youth's Science Practices 138(20)
Community and Science Among Homeless Youth
139(5)
Building Science Communities in Support of Youth Lives and Practices of Science
144(9)
Community, Science Education, and Urban Youth
153(3)
Looking Ahead
156(2)
8. Empowering Science Education and Youth's Practices of Science 158(13)
Building a Socially Just World
158(2)
Looking Across the Themes That Frame Youth's Practices of Science
160(2)
Questioning the Future
162(5)
Looking Ahead. Why Science Education?
167(4)
Appendix A: Data on Target Children 171(2)
Appendix B: Child Study Framework 173(4)
Notes 177(2)
References 179(8)
Index 187(10)
About the Authors 197
Angela Calabrese Barton is an associate professor of science education at Teachers College, Columbia University and the author of Feminist Science Education, Jason L. Ermer is a math and computer science educator in the Kealing Junior High School Magnet Program in Austin, Texas, Tanahia A. Burkett is an elementary school teacher in the New Orleans Parish public schools, and Margery D. Osborne is an associate professor of science education at the University of Illinois at UrbanaChampaign.