共查询到20条相似文献，搜索用时 640 毫秒
1.
Dimitri Jordan Ginev 《Science & Education》2008,17(10):1139-1156
In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education.
I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science
to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the
theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between
the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects
of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered
pedagogy as well.
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| Dimitri Jordan GinevEmail: |
2.
Ajay Sharma 《Cultural Studies of Science Education》2008,3(4):875-880
In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important
issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the
critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I
argue that researchers should work actively for progressive change in discursive fields such as educational research, in which
they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality
maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective
wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science
education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science
education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication
of research.
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| Ajay SharmaEmail: |
3.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
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| Christopher EmdinEmail: Email: |
4.
Eileen Carlton Parsons 《Cultural Studies of Science Education》2008,3(1):209-216
This article highlights the transformative contributions of Mary Monroe Atwater to the field of science education. Influenced
by worldviews shaped by a segregated macro-society and the privileges of a micro-society, Mary stood against oppression in
the early years of her academic career by desegregating academic settings and being the first and only African American in
varied arenas for many years. As an aspiring academic, Mary challenged dominant paradigms and as an activist academic, she
changed the landscape of science education. She broadened the knowledge base through scholarship and praxis and diversified
the science education community through personal and professional efforts that were pioneering in nature.
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
| Eileen Carlton ParsonsEmail: |
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
5.
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.
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| Angela Calabrese BartonEmail: |
6.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
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| Bryan A. BrownEmail: |
7.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
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| Sheau-Wen LinEmail: |
8.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
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| Kristina RolinEmail: |
9.
George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
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| George ReischEmail: |
10.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
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| Russell NieliEmail: |
11.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
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| Ethan CampbellEmail: |
12.
Indigenous knowledge and science revisited 总被引：3，自引：3，他引：0
This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a
focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique
ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing
unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s
collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding
nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric
sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but
some inherent difficulties with this discourse are also noted.
相似文献
| Masakata OgawaEmail: |
13.
Wan-Hsiang Chou 《Children‘s Literature in Education》2009,40(1):19-32
In mainstream Western cultures where bedtime means isolation and separation from adults, picture books about bedtime are cultural
artifacts created especially for this transitional process of separation. In a culture such as Taiwan where children often
sleep with their parents, siblings, or other caregivers until elementary school, the need for picture books about bedtime
is an imported concept. The large number of translated Western bedtime books found in Taiwan becomes a rich area in which
to explore the impact of imported ideas of childhood on Taiwanese picture book creation. This article takes a close look at
the books created by Taiwanese authors with a bedtime theme and notes their culturally hybrid qualities.
相似文献
| Wan-Hsiang ChouEmail: |
14.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
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| Sumi HagiwaraEmail: |
15.
Annalisa Sannino 《Journal of Educational Change》2008,9(4):329-338
This article examines why an initially successful innovative pedagogical practice was not sustained. The innovative practice
was a computer-mediated activity known as Fifth Dimension (5D) within a collaborative project between a university and a local
elementary school. The analysis identifies conflicts and transitional actions which prevented participants from continuing
the 5D and yet reveal that the 5D had an impact on the participants’ dominant activities. The analysis provides grounds for
rethinking the sustainability of innovations in school as a process of interplay between dominant and non-dominant activities
which includes conflicts and almost unnoticeable transitional actions.
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| Annalisa SanninoEmail: |
16.
Doug Knecht 《The Urban Review》2007,39(1):45-65
The following paper provides a case study of the resistance of the New York Performance Standards Consortium to the state’s
unitary high stakes testing policy from 1998 to 2006. After detailing the history of the grass roots actions undertaken by
the group of alternative high schools called ‘The Consortium’, the analysis seeks to apply sociological and philosophical
theory of, among others, John Rawls and Charles Willie to explain: (1) the success of the subdominant people of power in fighting
the implementation of the battery of high stakes graduation tests; and (2) the failures of the dominant state authority to
uniformly enforce its policy, with particular regard to the decisions of New York’s Commissioner of Education. Implications
of the case are then discussed to place this little known educational struggle in a broader social, political and historical
context.
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| Doug KnechtEmail: |
17.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
18.
19.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
20.
Ecofutures in Africa: Jenny Robson’s Savannah 2116 AD 总被引：1，自引：0，他引：1
Elsie Cloete 《Children‘s Literature in Education》2009,40(1):46-58
Jenny Robson’s Savannah 2216 AD, a dark, futuristic novel for young adults, provides a strong critique on much of the world’s predilection for saving Africa’s
animals at the expense of those human communities who are perceived to be in the way of the preservation of the continent’s
remaining wild spaces. Using Robson’s novel as template, this article examines a few of those discourses regarding wilderness
and conservation that have attached to Africa. Savannah 2116 AD strongly yet indirectly hints that literary educators should revisit the often unquestioned adoption of ‘greening’ agendas
in school curricula which persist in re-colonising geo-political spaces by ignoring the fact that erecting fences between
perceived conservators and destroyers, between spaces for wild animals and humans, merely condemns Africa’s animal riches
to eventual death.
相似文献
| Elsie CloeteEmail: |