We be burnin'! agency, identity, and science learning

Journal of the Learning Sciences

Volumn 19, Issue 2, 2010, Pages 187-229

  Barton, Angela Calabrese ^a   Tan, Edna ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951705698     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508400903530044     Document Type: Article

References (51)

1. Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109-137.
2. Anderson, G. L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249-270.
3. Basu, S. J., Calabrese Barton, A., Locke, D., & Clairmont, N. (2009). Developing a framework for critical physics agency through case study. Cultural Studies of Science Education, 4(2), 345-371.
4. Bell, P., Bricker, L. A., Lee, T. R., Reeve, S., & Zimmerman, H. T. (2006). Understanding the cultural foundations of children's biological knowledge: Insights from everyday cognition research. In S. A. Barab, K. E. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 1029-1035). Mahwah, NJ: LEA.
5. Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (Eds.). (2009). Learning science in informal environments: People, places and pursuits. Washington, DC: National Academies Press.
6. Black Eyed Peas. (2003). Where is the love? On Elephunk [CD]. Santa Monica, CA: Interscope.
7. Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Hasley (Eds.), Power and ideology in education (pp. 487-511). New York: Oxford University Press.
8. Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
9. Brickhouse, N. W., & Potter, J. T. (2001). Young women's scientific identity formation in an urban context. Journal of Research in Science Teaching, 38, 965-980.
10. Brown, B. (2006). "It isn't no slang that can be said about this stuff": Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43, 96-126.
11. Brown, B., Reveles, J. M., & Kelly, G. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89, 779-802.
12. Brown, C. (2005). Run it! On Run it! [CD]. New York: BMG/Jive.
13. Buckwheat Boyz. (2000). Peanut butter jelly time. On Buckwheat Boyz [CD]. New York: Koch Records.
14. Calabrese Barton, A. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917.
15. Calabrese Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press.
16. Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge, discourses and hybrid space. Journal of Research in Science Teaching, 46, 50-73.
17. Calabrese Barton, A., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Education Research Journal, 45(1), 68-103.
18. Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls' access, participation, and resistance. Journal of Research in Science Teaching, 41, 392-414.
19. Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
20. Elmesky, R. (2003). Crossfire on the streets and into the classroom: Meso{pipe}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(2), 29-50.
21. Elmesky, R. (2005). "I am science and the world is mine": Embodied practices as resources for empowerment. School Science and Mathematics, 105, 335-342.
22. Gaye, M. (1971). Mercy mercy me (The ecology). On What's going on [CD]. New York: Tamia.
23. Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
24. Halliday, M. A. K. (1993). Some grammatical problems in scientific English. In M. A. K. Halliday & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 69-85). Pittsburgh, PA: University of Pittsburgh Press.
25. Holland, D., Skinner, D., William, L. J., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
26. Jurow, A. S., Hall, R., & Ma, J. Y. (2008). Expanding the disciplinary expertise of a middle school mathematics classroom: Re-contextualizing student models in conversations with visiting specialists. Journal of the Learning Sciences, 17, 338-380.
27. Kelly, R. (2001). The world's greatest. On Ali [CD]. London: Zomba Recording LLC.
28. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
29. Lee, O. (2003). Equity for culturally and linguistically diverse students in science education: A research agenda. Teachers College Record, 105(3), 465-489.
30. Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
31. Moje, E. B., Tehani, C., Carrillo, R., & Marx, R. W. (2001). "Maestro, What is "Quality'?": Language, Literacy, and Discourse in Project-Based Science. Journal of Research in Science Teaching, 38(4), 469-498.
32. Muenzing, M., & Anziotti, L. (1990). The power [Recorded by Snap!]. On World power [CD]. Los Angeles: Ariola Records.
33. Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76, 449-475.
34. Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17, 143-179.
35. Nasir, N. S., Warren, B., Rosebery, A., & Lee, C. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 489-504). New York: Cambridge University Press.
36. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND Corporation.
37. Oakes, J. (2000). Opportunities, achievement and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153-222.
38. Olitsky, S. (2006). Structure, agency, and the development of students' identities as learners. Cultural Studies of Science Education, 1, 745-766.
39. Rahm, J. (2008). Urban youths' hybrid identity projects in science practices at the margin: A look inside a school-museum-scientist partnership project and an afterschool science program. Cultural Studies of Science Education, 3(1), 97-121.
40. Rimes, L. (2000). Please remember. On Coyote ugly [CD]. Curb Records.
41. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
42. Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics of Education, 12,431-459.
43. Sewell, W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98(1), 1-29.
44. Sharma, A. (2008). Making (electrical) connections: Exploring student agency in a school in India. Science Education, 92(2), 297-319.
45. Stevens, R., Mertl, V., Levias, S., McCarthy, L., Goldman, S., Martin, L., et al. (2006). At home with mathematics: Meanings and uses among families. In Proceedings of the International Conference on LearningSciences(pp.1088-1093).Bloomington,IN:InternationalSocietyoftheLearningSciences.
46. Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage.
47. Terius, N., Stewart, C., & Z, J. (2007). Umbrella [Recorded by Rihanna]. On Good girl gone bad [CD]. New York: Def Jam.
48. Trueba, H. T. (1999). Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children. Qualitative Studies in Education, 12, 591-614.
49. Turner, E. E. (2003). Critical mathematical agency: Urban middle school students engage in significant mathematics to understand, critique, and act upon their world. Unpublished doctoral dissertation. Austin, TX: University of Texas at Austin.
50. Turner, E. E., & Font, B. T. (2007). Problem posing that makes a difference: Students posing and investigating mathematical problems related to overcrowding at their school. Teaching Children Mathematics, 13, 457-463.
51. Urrieta, L. (2007). Identity production in figured worlds: How some Mexican Americans become Chicana/o activist educators. The Urban Review, 39(2), 117-144.