The culture of power and science education: Learning from Miguel

Journal of Research in Science Teaching

Volumn 37, Issue 8, 2000, Pages 871-889

  Barton, Angela Calabrese ^a   Yang, Kimberley ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041827545     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9     Document Type: Article

References (53)

1. American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: AAAS.
2. Anderson, C. (1991). Policy implications of research on science teaching and teachers' knowledge. In M. Kennedy, (Ed.), Teaching academic subjects to diverse learners (pp. 5-30). New York: Teachers College Press.
3. Anyon, J. (1995). Inner-city school reform: Towards useful theory. Urban Education, 30(4):56-70.
4. Anyon, J. (1997). Ghetto schooling. New York: Teachers College Press.
5. Aronowitz S., & Giroux, H. (1994). Education still under siege. Westport, CT: Bergin & Garvey.
6. Atwater, M. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33, 821-838.
7. Atwater, M., Wiggins, J., & Gardner, C. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32 (6), 665-675.
8. Barton, A.C. (1998). Science education and the politics of poverty. Educational Policy 12(5), 525-541.
9. Barton, A.C., & Osborne, M.D. (1998). Marginalized discourses and science education. Journal of Research in Science Teaching, 34, 339-340.
10. Becker, H. (1990). Generalizing from case studies. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 233-242). New York: Teachers College Press.
11. Brickhouse, N. (1994). Bringing in the outsiders: Reshaping the sciences of the future. Curriculum Studies, 26(4), 401-416.
12. Cobern, W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579-610.
13. Connel, R., Ashenden R.J., Kessler S., & Dowsett, G. (1988). Making the difference: Schools, families and social division. Sydney, Australia: George Allen and Unwin.
14. DeBoer, G. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press.
15. Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-298.
16. Donmoyer, R. (1990). Generalizability and the single-case study. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175-200). New York: Teachers College Press.
17. Edwards, D., & Mercer. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.
18. Eisenhart, M., Finkel, E., & Marion, S. (1996). Creating the conditions for scientific literacy: A re-examination. American Education Research Journal 33(2), 261-295.
19. Eisner, E. & Peshkin, A. (1990). Generalizability. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 171-174). New York: Teachers College Press.
20. Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. New York: State University of New York Press.
21. Ginzburg, E., & Solow, R. (1974). The great society: Lessons for the future. New York: Basic Books, Inc.
22. Giroux, H. (1985). Marxism and schooling: The limits of radical educational discourse. Education Theory, 34 (2), 113-135.
23. Hammack, F.M. (1987). Large school systems' dropout reports: An analysis of definition, procedures, and findings. In G. Natriello (Ed.), School dropouts: Patterns and Policies. New York: Teachers College Press.
24. Haraway, D. (1989). Primate visions: Gender, race and nature in the world of modern science. New York: Routledge.
25. Harding, S. (1998). Is science multicultural?: Postcolonialisms, feminisms, and epistemologies. Bloomington, IN: Indiana University Press.
26. Heath, S.B., & McLaughlin, M.W. (1993). Identity and inner-city youth: Beyond ethnicity and gender. New York: Teachers College Press.
27. Hodson, D. (1993). In search of a rationale for multicultural science education. Science Education, 77, 685-711.
28. Holland, J. Blair, M., & Sheldon, S. (1995). Debates and issues in feminist research and pedagogy. Clevedon, UK: Open University Press.
29. 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. Washington, DC: National Science Teachers Association.
30. Knapp & Associates. (1997). Teaching challenge in high-poverty classrooms. Teaching for meaning in high poverty classrooms. New York: Teachers College Press.
31. Ladson-Billings, G. (1994). Dream keepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass.
32. Lee, O., & Fradd, S. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(4), 12-21.
33. Lemke, J. 1990. Talking science: Language, learning, and values. Norwood, NJ: Ablex.
34. Longino, H. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton: Princeton University Press.
35. Luke, C., & Gore, J. (1992). Feminisms and critical pedagogy. New York: Routledge.
36. Menchaca, M. (1989). Chicano-Mexican cultural assimilation and Anglo-Saxon cultural dominance. Hispanic Journal of Behavioral Sciences, 11(3), 203-231.
37. Morrow, G. (1987). Standardizing practice in the analysis of school dropouts. In G. Natriello (Ed.), School dropouts: Patterns and policy. New York: Teachers College Press.
38. National Research Council (1996) National Science Education Standards. Washington, DC: National Academy Press.
39. Natriello, G., McDill, E., & Pallas, A. (1990). Schooling disadvantaged children. New York: Teachers College Press.
40. Ogbu, J.U. (1991). Immigrant and involuntary minorities in comparative perspective. In M.A. Gibson & J.U. Ogbu (Eds.), Minority status and schooling. New York: Garland.
41. Patthey-Chavez, G.G. (1993). High school as an arena for cultural conflict and acculturation for Latino Angelinos. Anthropology and Education Quarterly, 24(1), 33-60.
42. Pianta, R., & Walsh, D. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
43. Rodriguez, A.J. (1998). Strategies for counterresistence: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 35(6), 589-622.
44. Rosebery, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse. Journal of Learning Sciences, 2, 61-94.
45. Rosser, S. (1990). Female friendly science. New York: Teachers College Press.
46. Roth, W., & McGinn, M. (1998). Knowing, researching, and reporting science education: Lessons from science and technology studies. Journal of Research in Science Teaching, 35(2): 213-235.
47. Sleeter, C. (1996). Multicultural education as social activism. Albany, NY: State University of New York Press.
48. Stanley, W., & Brickhouse, N. (1994). Multiculturalism, universalism and science education. Science Education. 78(4), 387-398.
49. Tobin, K., & McRobbie, C. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223-241.
50. Weiler, K. (1988). Women teaching for change: Gender, class, and power. South Hadley, MA: Bergen and Garvey Publishers.
51. Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
52. Yager, Robert. 1990. Science, technology, society. New York: State University of New York Press.
53. Yin, R.K. (1984). Case study research: Design and methods. Beverly Hills, CA: Sage.