“I Am Science and the World Is Mine”: Embodied Practices as Resources for Empowerment

School Science and Mathematics

Volumn 105, Issue 7, 2005, Pages 335-342

  Elmesky, Rowhea ^a  

^a WASHINGTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748534985     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2005.tb18052.x     Document Type: Article

References (13)

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3. Bourdieu, P. (1992). The practice of reflexive sociology (The Paris workshop). in P. Bourdieu & L.J.D. Wacquant, An invitation to reflexive sociology (pp. 216-260). Chicago: University of Chicago Press.
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5. Elmesky, R. (2003). Crossfire on the streets and into the classroom: Meso|micro understandings of weak cultural boundaries, strategies of action and a sense of the game in an inner-city chemistry classroom. Cybernetics and Human Knowing, 10, 29-50.
6. Elmesky, R. (2005). Playin on the streets-solidarity in the classroom: Weak cultural boundaries and the implications for urban science education. in K. Tobin, R. Elmesky, & G. Seiler, Improving urban science education: New roles for teachers, students and researchers (pp. 89-112). New York: Rowman and Littlefield.
7. Elmesky, R., & Tobin, K. (2005). Expanding our understandings of urban science education by expanding the roles of students as researchers. Journal of Research on Science Teaching, 42, 807-828.
8. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
9. Pizarro, M. (1998). Chicano/a power! Epistemology and methodology for social justice and empowerment in Chicano/a communities. Qualitative Studies in Education, 1, 57-80.
10. Roth, W-M. & Barton, A. C. (2004). Rethinking scientific literacy. New York, New York: RoutledgeFalmer.
11. Sewell, W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98, 1-29.
12. Sewell, W. H. (1999). The concept(s) of culture. In V.E. Bonnell & L. Hunt (Eds.), Beyond the cultural turn: New directions in the study of society and culture (pp. 35-61). Berkeley, CA: University of California Press.
13. Smardon, R. (2004). Streetwise science: Toward a theory of the code of the classroom. Mind, Culture & Society, 11, 201-223.