OP-ED Constructing a liberatory pedagogy in science: Dilemmas and contradictions

Journal of Curriculum Studies

Volumn 30, Issue 3, 1998, Pages 251-260

  Osborne, Margery D ^a   Calabrese Barton, Angela M ^b  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b Howard Hughes Medical Institute   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000383866     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/002202798183602     Document Type: Article

References (10)

1. Barton, A. C, 1997, Liberatory science education: weaving connections between feminist theory and science education. Curriculum Inquiry, 27 (2), 141-163.
2. Barton, A. C., in press, Our Lives Are Our Theories Are Our Lives: Teacher Research for Liberatory Science Education (New York: Teachers College Press).
3. Barton, A. C and Osborne, M D., 1995, Science for all Americans? Science education reform and Mexican-Americans. High School Journal, 78 (4), 244-252.
4. Edwards, D and Mercer, N., 1987, Common Knowledge: The Development of Understanding in the Classroom (London: Methuen).
5. Freire, P., 1989 [1970], Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum).
6. Lemke, J., 1990, Talking Science: Language, Learning, and Values (Norwood, NJ: Ablex).
7. Martin, J. R., 1988, Science in a different style. American Philosophy Quarterly, 25 (2), 129-140.
8. Osborne, M D, in press, a, Constructing and Framing Knowledge in the Elementary School Classroom: Teachers, Students and Science (New York: Garland).
9. Osborne, M D, in press, b, Making personal experience relevant for science teaching? A teacher’s perspective. Radical Teacher.
10. Women In Science Education, 1995, Revisioning boundaries in science education: continuing the conversation. Symposium at the annual meeting of the American Educational Research Association, San Francisco, CA.