Teaching Science for Social Justice

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Teachers College Press, 2003 - Education - 197 pages
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Using a combination of in-depth case studies and rigorous theory, this volume; provides 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; and shows how science connects to the lives of youth both in and out of school.
  

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Contents

Overview Youth Lives and Youth Science
1
Learning with Urban Youth
19
Living in the Borderland
46
Power and Coopting Science Spaces
66
Relevant Science Activating Resources in Nonstandard Ways
93
Transformations Science as Tool for Change
120
Building Communities in Support of Youths Science Practices
138
Empowering Science Education and Youths Practices of Science
158
Data on Target Children
171
Child Study Framework
173
Notes
177
References
179
Index
187
About the Authors
197
Copyright

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Page 180 - MD (Eds.) (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.

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About the author (2003)

Angela Calabrese Barton is an associate professor of science education at Teachers College, Columbia University 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 Margery D. Osborne is an associate professor of science education at the University of Illinois at Urbana-Champaign

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