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Volumn 37, Issue 4, 1998, Pages 296-305

Margin and center: Intersections of homeless children, science education, and a pedagogy of liberation

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0032148344     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405849809543819     Document Type: Article
Times cited : (15)

References (27)
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  • 2
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    • Teaching science with homeless children: Pedagogy, representation, and identity
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  • 3
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    • Teaching "science for all Americans"? Science education reform and Mexican-American students
    • Barton, A.C., & Osborne, M. (1995). Teaching "science for all Americans"? Science education reform and Mexican-American students. The High School Journal, 78, 244-252.
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  • 4
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    • Worldview theory and conceptual change in science education
    • Cobern, W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579-610.
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    • Cobern, W.1
  • 5
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    • The silenced dialogue: Power and pedagogy in educating other people's children
    • Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
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    • Delpit, L.D.1
  • 9
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    • (Trans. by M.B. Ramos). New York: Continuum. (Original work published 1970)
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    • (1989) Pedagogy of the Oppressed
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  • 10
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    • (1992) Loose Canons
    • Gates, H.L.1
  • 14
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    • Disrupting hegemonic writing practices in school science: Contesting the right way to write
    • Hildebrand, G. (1998). Disrupting hegemonic writing practices in school science: Contesting the right way to write. Journal of Research in Science Teaching, 35, 345-362.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 345-362
    • Hildebrand, G.1
  • 15
    • 84965632099 scopus 로고
    • Attitudes toward science of urban seventh-grade life science students over time, and the relationship to future plans, family, teacher, curriculum, and school
    • Hill, G., Atwater, M., & Wiggins, J. (1995). Attitudes toward science of urban seventh-grade life science students over time, and the relationship to future plans, family, teacher, curriculum, and school. Urban Education, 30, 71-82.
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  • 18
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    • Kahle, J., & Meece, J. (1994). Research on girls in science lessons and applications. In D. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 542-556). Washington, DC: National Science Teachers Association.
    • (1994) Handbook of Research in Science Teaching and Learning , pp. 542-556
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  • 20
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    • Reproductive and resistance pedagogies: The comparative roles of collaborative learning and feminist pedagogy in the classroom
    • Mayberry, M. (1998). Reproductive and resistance pedagogies: The comparative roles of collaborative learning and feminist pedagogy in the classroom. Journal of Research in Science Teaching, 35, 443-460.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 443-460
    • Mayberry, M.1
  • 21
  • 22
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    • Reflections on being female in school science: Towards a praxis of teaching science
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    • Marginalized discourses and scientific literacy
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  • 24
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    • Osborne, M. (1997). Balancing individual and group: A dilemma for constructivist teachers. Journal of Curriculum Studies, 29, 183-194.
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  • 25
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    • Constructing a liberatory pedagogy in science: Dilemmas and contradictions
    • Osborne, M., & Barton, A.C. (1998). Constructing a liberatory pedagogy in science: Dilemmas and contradictions. Journal of Curriculum Studies, 30, 251-260.
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  • 27
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    • Waks, L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.