Visions of curriculum, community, and science

Educational Theory

Volumn 56, Issue 2, 2006, Pages 191-204

  Brickhouse, Nancy W ^a   Kittleson, Julie M ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38049102140     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2006.00011.x     Document Type: Article

References (39)

1. Joseph Rouse, Engaging Science: How to Understand Its Practices and Philosophy (Ithaca, New York: Cornell University Press, 1996).
2. See also Ian Hacking, "The Disunity of Sciences," in The Disunity of Science, eds. Peter Gallison and David Stump (Stanford: Stanford University Press, 1996).
3. Margaret Jacobs, The Cultural Meaning of the Scientific Revolution (New York: Alfred A. Knopf, 1988).
4. William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions (New York: Peter Lang, 2002), 15.
5. Elaine Riley-Taylor, Ecology, Spirituality, and Education: Curriculum for Relational Knowing (New York: Peter Lang, 2002), 22.
6. Ibid., 6.
7. C.A. Bowers, Educating for Eco-justice and Community (Athens: University of Georgia Press, 2001).
8. Ibid., 25.
9. Ibid., 23.
10. Noel Gough, "The Long Arm(s) of Globalization: Transnational Imaginaries in Curriculum Work," in Curriculum Visions, eds. Doll and Gough, 172-173.
11. Riley-Taylor, Ecology, Spirituality, and Education, 63.
12. Kathleen Kesson and Donald Oliver, "On the Need for a Re-conceptualized Theory of Experience," in Curriculum Visions, eds. Doll and Gough, 185-197.
13. Louis C. Moll, "Literacy Research in Community and Classrooms: A Sociocultural Approach," in Multidisciplinary Perspectives in Literacy Research, eds. Richard Beach, Judith L. Green, Michael L. Kamil, and Timothy Shanahan (Urbana, Illinois: National Conference on Research in English and National Council of Teachers of English, 1992), 211-244.
14. Lisa Delpit, "The Silenced Dialogue: Pedagogy and Power in Educating Other People's Children," Harvard Educational Review 58, no. 3 (1988): 280-298.
15. Gloria Snively and John Corsiglia, "Discovering Indigenous Science: Implications for Science Education," Science Education 85, no. 1 (2001): 6-34. This article is part of a much larger debate regarding science and multiculturalism to which this issue of Science Education is devoted. See also Derek Hodson, "In Search of a Rationale for a Multicultural Science Education," Science Education 77, no. 6 (1993): 685-711.
16. William B. Stanley and Nancy W. Brickhouse, "Multiculturalism, Universalism and Science Education," Science Education 78, no. 4 (1994): 387-398.
17. Lyn Carter, "Thinking Differently about Cultural Diversity: Using Postcolonial Theory to (Re)Read Science Education," Science Education 88, no. 6 (2004): 833.
18. Glen S. Aikenhead, "Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching," Research in Science Education 31, no. 3 (2001): 337-355;
19. and Eric Riggs, "Field-Based Education and Indigenous Knowledge: Essential Components of Geoscience Education for Native American Communities," Science Education 89, no. 2 (2005): 296-313.
20. Jay L. Lemke, "Articulating Communities: Sociocultural Perspectives on Science Education," Journal of Research in Science Teaching 38, no. 3 (2001): 296-316.
21. John Rudolph, Scientists in the Classroom: The Cold War Reconstruction of American Science Education (New York: Palgrave, 2002).
22. Riley-Taylor, Ecology, Spirituality, and Education, 106.
23. WilliamE. Doll, Jr., "Ghosts and the Curriculum" in Curriculum Visions, eds. Doll and Gough, 51-52.
24. Wendell Berry, "Conserving Communities," in Another Turn of the Crank (New York: Counterpoint Press, 1996).
25. Bowers, Educating for Eco-justice and Community, 16.
26. National Academy of Science, Cities Transformed: Demographic Change and Its Implications in the Developing World (Washington, D.C.: National Academies Press, 2003).
27. See http://earthtrends.wri.org.
28. Jianguo Liu, Gretchen C. Daily, Paul R. Ehrlich, and Gary W. Luck, "Effects of Household Dynamics on Resource Consumption and Biodiversity," Nature 421, no. 6922 (2003): 530-533.
29. Mary Elizabeth Mullino Moore, "Curriculum: A Journey Through Complexity, Community, Conversation, Culmination," in Curriculum Visions, eds. Doll and Gough, 219-227.
30. Nel Noddings, "On Community," Educational Theory 46, no. 3 (1996): 258.
31. Susan Moller Okin, ed., Is Multiculturalism Bad for Women? (Princeton, New Jersey: Princeton University Press, 1999).
32. Iris Marion Young, "The Ideal of Community and the Politics of Difference," in Feminism/Postmodernism, ed. Linda J. Nicholson (New York: Routledge, 1990), 300.
33. Ibid., 303.
34. Donna J. Haraway, Simians, Cyborgs, and Women: The Reinvention of Nature (New York: Routledge, 1991), 194.
35. Sandra Harding, Whose Science? Whose Knowledge? (Ithaca, New York: Cornell University Press, 1991), 163.
36. Haraway, Simians, Cyborgs, and Women, 192.
37. Ibid., 196.
38. See, for example, Wolff-Michael Roth and Angela Calabrese Barton, Rethinking Scientific Literacy (New York: RoutledgeFalmer, 2004).
39. Nancy W. Brickhouse, "Bringing in the Outsiders: Reshaping the Sciences of the Future," Journal of Curriculum Studies 26, no. 4 (1994): 401-416.