Globalizing students acting for the common good

Journal of Research in Science Teaching

Volumn 48, Issue 6, 2011, Pages 648-669

  Bencze, Larry ^a   Carter, Lyn ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

activism; education; globalization; neoconservative; neoliberal; science

Indexed keywords

ACTIVISM; GLOBALIZATION; NEOCONSERVATIVE; NEOLIBERAL; SCIENCE;

PROFITABILITY;

EDUCATION;

EID: 80955180018     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20419     Document Type: Article

References (87)

1. Abd-El-Khalick, F., &, Lederman, N.G., (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22 (7), 665-701.
2. Aikenhead, G.S., &, Jegede, O.J., (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36 (3), 269-287. (Pubitemid 129534717)
3. Albe, V., (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students' argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38 (1), 67-90.
4. Allchin, D., (2003). Scientific myth-conceptions. Science Education, 87 (3), 329-351.
5. Alperovitz, G., &, Daly, L., (2008). Unjust deserts: How the rich are taking our common inheritance. New York: New Press.
6. Angell, M., (2004). The truth about the drug companies: How they deceive us and what to do about it. New York: Random House.
7. Apple, M.W., (2001). Creating profits by creating failures: Standards, markets and inequality in education. International Journal of Inclusive Education, 5 (2/3), 103-118.
8. Bakan, J., (2004). The corporation: The pathological pursuit of profit and power. Toronto: Viking.
9. Barber, B.R., (2007). Consumed: How markets corrupt children, infantilize adults, and swallow citizens whole. New York: Norton.
10. Batson, C.D., Ahmad, N., &, Tsang, J., (2002). Four motives for community involvement. Journal of Social Issues, 58 (3), 429-445.
11. Baudrillard, J., (1998). The consumer society. London: Sage.
12. Bell, R.L., (2006). Perusing Pandora's Box: Exploring the what, when, and how of nature of science instruction. In, L.B. Flick, &, N.G. Lederman, (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 427-446). Dordrecht: Springer.
13. Bencze, J.L., (1996). Correlational studies in school science: Breaking the science-experiment-certainty connection. School Science Review, 78 (282), 95-101.
14. Bencze, J.L., (2000). Procedural apprenticeship in school science: Constructivist enabling of connoisseurship. Science Education, 84 (6), 727-739.
15. Bencze, J.L., (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics & Technology Education, 8 (4), 297-312.
16. Bencze, J.L., &, Alsop, S., (2009). A critical and creative inquiry into school science inquiry. In, W-.M. Roth, &, K. Tobin, (Eds.), The world of science education: North America (pp. 27-47). Rotterdam: Sense.
17. Bencze, L., Alsop, S., Sperling, E., Nazir, J., &, DiGiuseppe, M., (2008) Science teachers' motivation for encouraging students to promote individual, social & environmental wellbeing. Proceedings of the annual conference of the National Association for Research in Science Teaching, Baltimore, MD, March 30-April 2, 2008.
18. Bourdieu, P., (1986). The forms of capital. In, J.G. Richardson, (Ed.), The handbook of theory: Research for the sociology of education (pp. 241-258.). New York: Greenwood Press.
19. Briscoe, F.M., (2000). Discipline. In, D.A. Gabbard, (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 63-68). Mahwah, NL: Lawrence-Erlbaum.
20. Brown, J.S., Collins, A., &, Duguid, P., (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
21. Calabrese Barton, A., (2001). Capitalism, critical pedagogy, and urban science education: An interview with Peter McLaren. Journal of Research in Science Teaching, 38 (8), 847-859.
22. Carter, L., (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42 (5), 561-580. (Pubitemid 40750382)
23. Carter, L., (2008). Globalisation and science education: The implications for science in the new economy. Journal of Research in Science Teaching, 45 (5), 617-633. (Pubitemid 351703129)
24. Carter, L., (2010). Globalisation and learner-centred pedagogies: Some thoughts. Canadian Journal of Science, Mathematics and Technology Education, 10 (4), 223-231.
25. Castano, C., (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38 (5), 565-587.
26. Charmaz, K., (2006). Constructing grounded theory: A practical guide through qualitative analysis. New York: Sage.
27. Chinn, P.W.U., (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44 (9), 1247-1268. (Pubitemid 350164139)
28. Crawford, B.A., (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44 (4), 613-642. (Pubitemid 46643973)
29. De Boer, G., (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37 (6), 582-601.
30. Department for Education and Skills [DfES]. (2004). The National Curriculum for England: Science, Key Stages 1-4. London: Qualifications and Curriculum Authority.
31. Dobbin, M., (1998). The myth of the good corporate citizen: Democracy under the rule of big business. Toronto: Stoddart.
32. Eiglad, E., &, Bookchin, M., (2007). Social ecology and communalism. Oakland, CA: AK Press.
33. Epstein, S., (1996). Impure science: AIDS, activism, and the politics of knowledge. Berkeley: University of California Press.
34. Foucault, M., (1991). Governmentality. In, G. Burchell, C. Gordon, &, P. Miller, (Eds.), The Foucault effect: Studies in governmentality (pp. 87-104). Hemel Hempstead, UK: Harvester Wheatsheaf.
35. Fuller, S., (1993). Philosophy, rhetoric, and the end of knowledge: The coming of science and technology studies. Madison: University of Wisconsin Press.
36. Fuller, S., (2002). Social epistemology (2nd ed.). Bloomington, IN: Indiana University Press.
37. Furberg, A., &, Ludvigsen, S., (2008). Students' meaning-making of socioscientific issues in computer mediated settings: Exploring learning through interaction trajectories. International Journal of Science Education, 30 (13), 1775-1799.
38. Furman, M., &, Calabrese Barton, A., (2006). Capturing urban student voices in the creation of a science mini-documentary. Journal of Research in Science Teaching, 43 (7), 667-694. (Pubitemid 44369033)
39. Gabbard, D.A., (Eds.). (2000). Knowledge and power in the global economy: Politics and the rhetoric of school reform. Mahwah, NL: Lawrence-Erlbaum.
40. Giroux, H.A., &, Giroux, S.S., (2006). Challenging neoliberalism's new world order: The promise of critical pedagogy. Cultural Studiesâ ââCritical Methodologies, 6 (1), 21-32.
41. Gough, N., (1998). 'If this were played upon a stage': School laboratory work as a theatre of representation. In, J. Wellington, (Ed.), Practical work in school science: Which way now ? (pp. 69-89). London: Routledge.
42. Gruenewald, D., &, Smith, G., (2008). Place-based education in the global age. New York: Lawrence Erlbaum Associates.
43. Harvey, D., (2010). The enigma of capital, and the crises of capitalism. London: Oxford University Press.
44. Hodson, D., (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25 (6), 645-670. (Pubitemid 37496924)
45. Hodson, D., (2008). Towards scientific literacy: A teachers' guide to the history, philosophy and sociology of science. Rotterdam: Sense.
46. Jenkins, E., (2000). 'Science for all': Time for a paradigm shift? In, R. Millar, J. Leach, &, J. Osborne, (Eds.), Improving science education: The contribution of research (pp. 207-226). Buckingham, UK: Open University Press.
47. Kahn, R., (2010) Producing crisis: Green consumerism as an ecopedagogical issue. In, J.A. Sandlin, &, P. McLaren, (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the "shopocalypse " (pp. 47-57). New York: Routledge.
48. Kalyan, R.K., (2010). Ghostly images, phantom discourses, and the virtuality of the global. Globalizations, 7 (4), 545-561.
49. Khishfe R., &, Lederman, N.G., (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43 (4), 395-418.
50. KolstÃ, S., (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85 (3), 291-310.
51. Krimsky, S., (2003). Science in the private interest: Has the lure of profits corrupted biomedical research ? Lanham, MD: Rowman & Littlefield.
52. Lankshear, C., (2000). Literacy. In, D.A. Gabbard, (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 87-94). Mahwah, NL: Lawrence-Erlbaum.
53. Latour, B., (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.
54. Lawson, A.E., (2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42 (6), 716-740. (Pubitemid 41162249)
55. Lemke, J.L., (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38 (3), 296-316. (Pubitemid 33629149)
56. Loving, C.C., (1991). The scientific theory profile: A philosophy of science model for science teachers. Journal of Research in Science Teaching, 28 (9), 823-838.
57. Lynas, M., (2008). Six degrees: Our future on a hotter planet (updated edition). London: Harper Perennial.
58. McLaren, P., (2000). Che Guevara, Paulo Freire, and the pedagogy of the revolution. Lanham, MD: Rowman & Littlefield.
59. McMurtry, J., (1999). The cancer stage of capitalism. London: Pluto.
60. McQuaig, L., &, Brooks, N., (2010). The trouble with billionaires. Toronto: Viking.
61. Mignolo, W., (2007). Delinking: The Rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural Studies, 21 (2), 449-514.
62. National Research Council [NRC]. (1996). National science education standards. Washington: National Academy Press.
63. Pan, S.-Y., (2010). Exploring how globalization shapes education: Methodology and theoretical framework. Cultural Studies of Science Education, 5 (2), 315-324.
64. Pedretti, E., &, Nazir, J., (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95 (3), 1-26.
65. Putnam, R., (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
66. Reich, R.B., (2007). Supercapitalism: The transformation of business, democracy, and everyday life. New York: Knopf.
67. Roth, W.-M., (2001). Learning science through technological design. Journal of Research in Science Teaching, 38 (7), 768-790. (Pubitemid 33655590)
68. Roth, W.-M., &, Barton, A., (2004). Rethinking scientific literacy. London: RoutledgeFalmer.
69. Roth, W.-M., &, Désautels, J., (Eds.). (2002). Science education as/for sociopolitical action. New York: Peter Lang.
70. Roth, W.-M., (2009). Activism or science/technology education as byproduct of capacity building. Journal for Activism in Science & Technology Education, 1 (1), 16-31 (Available online at:).
71. Sadler, T.D., Barab, S.A., &, Scott, B., (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37 (4), 371-391.
72. Sadler, T., &, Zeidler, D., (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88 (1), 4-27. (Pubitemid 38544887)
73. Santos, W.L.P., (2009). Scientific literacy: A Freirean perspective as a radical view of humanistic science education. Science Education, 93 (2), 361-382.
74. Schlosser, E., (2001). Fast food nation: The dark side of the All-American Meal. Boston: Houghton Mifflin.
75. Shapiro, H.S., (2000). Empowerment. In, D.A. Gabbard, (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 103-110). Mahwah, NL: Lawrence-Erlbaum.
76. Sismondo, S., (2008). Science and technology studies and an engaged program. In, E.J. Hackett, O. Amsterdamska, M. Lynch, &, J. Wajcman, (Eds.), The handbook of science and technology studies (3rd edition) (pp. 13-31). Cambridge, MA: The MIT Press.
77. Sovacool, B.K., (2010). Erasing knowledge: The discursive structure of globalization. Social Epistemology, 24 (1), 15-28.
78. Sperling, E., &, Bencze, J.L., (2010). 'More than particle theory': Citizenship through school science. Canadian Journal of Science, Mathematics and Technology Education, 10 (3), 255-266.
79. Stiglitz, J.E., (2003). Globalization and its discontents. New York: Norton.
80. Swartz, E., (2009). Diversity: Gatekeeping knowledge and maintaining inequalities. Review of Educational Research, 79 (2), 1044-1083.
81. Usher, R., (2010). Consuming learning. In, J.A. Sandlin, &, P. McLaren, (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the "shopocalypse " (pp. 36-46). New York: Routledge.
82. Weinstein, W.A., (2000). Ideology. In, D.A. Gabbard, (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 95-101). Mahwah, NL: Lawrence-Erlbaum.
83. Wellington, J., (1998). Practical work in science: Time for a re-appraisal. In, J. Wellington, (Ed.), Practical work in school science: Which way now ? (pp. 3-15). New York: Routledge.
84. Wenger, E., (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
85. Wood, G.H., (1998). Democracy and the curriculum. In, L.E. Beyer, &, M.W. Apple, (Eds.), The curriculum: Problems, politics and possibilities (pp. 177-198). Albany: SUNY Press.
86. Zeidler, D.L., Sadler, T.D., Simmons, M., &, Howe, E., (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89 (3), 357-377. (Pubitemid 41360024)
87. Ziman, J., (2000). Real science: What it is, and what it means. Cambridge: Cambridge University Press.