Revisiting and reconsidering authenticity in science education: Theory and the lived experiences of two African American females

Science Education from People for People: Taking a Stand(point)

Volumn , Issue , 2009, Pages 22-38

  Parsons, Eileen Carlton ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84876009506     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203878446     Document Type: Chapter

References (6)

1. Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 57-92). Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Boykin, A. W. (1994). Harvesting talent and culture: African American children and educational reform. In R. J. Rossi (Ed.), Schools and students at risk: Context and framework for positive change (pp. 116-138). New York: Teachers College Press.
3. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
4. Buxton, C. (2006). Creating contextually authentic science in a "low-performing" urban elementary school. Journal of Research in Science Teaching, 43, 695-721.
5. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
6. Parsons, E. C. (2008). Positionality of African Americans and a theoretical accommodation of it: Re-thinking science education research. Science Education, 92, 1127-1144.