Where’s the joy? justice and caring in science education

Teacher Education for: Democracy and Social Justice

Volumn , Issue , 2013, Pages 105-129

  Maulucci, Maria S Rivera ^a   Barton, Angela Calabrese ^a  

^a Teachers College Columbia University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920689851     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203821329     Document Type: Chapter

References (30)

1. Jeannie Oakes, Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Santa Monica: Rand, 1990).
2. Michelle Fine, Framing Dropouts: Notes on the Politics of an Urban High School (Albany: State University ofNew York Press, 1991).
3. Education Trust, Education Watch: The 1996 Education Trust State and National Data Book, (Washington, D.C.: Education Trust, 1996).
4. R. Ingersoll, “The Problem of Underqualified Teachers in American Secondary Schools,” Educational Researcher 28, no. 2 (1999).
5. National Research Council, NationalScience Education Standards (Washington, D.C.: Academy Press, 1996). 6-7.
6. F. James Rutherford and Andrew Ahlgren, Science for All Americans (New York: Oxford University Press, 1990). 214.
7. Okhee Lee and S. H. Fradd, “Science for All, Including Students from Non-English Backgrounds,” Educational Researcher 27 (1998).
8. Alberto J. Rodriguez, “The Dangerous Discourse of Invisibility: A Critique of the National Science Education Standards,” Journal of Research in Science Teaching 34 (1997).
9. William Kyle, “Toward a political philosophy of science education;” in Teaching science in diverse settings, ed. Calabrese Barton and M. Osborne (2001, New York: Peter Lang), xi–xix.
10. James A. Banks et al., “Handbook of Research on Multicultural Education;” Journal of Teacher Education 48, no. 2 (1997).
11. Gloria Ladson-Billings, “What we Can Learn from Multicultural Education Research;” Educational Leadership 51, no. 8 (1994).
12. Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press, 1999).
13. Angela Calabrese Barton, Teaching Science for Social Justice (New York: Teachers College Press, 2003).
14. Derek Hodson, “Going Beyond Cultural Pluralism: Sicence Education for Sociopolitical Action;” Science Education 83, no. 6 (1999).
15. Alberto J. Rodriguez, “Sociocultural Constructivism, Courage, and the Researcher’s Gaze: Redefining Our Roles as Cultural Warriors for Social Change;” in Teaching Science in Diverse Settings: Marginalized Discourse and Classroom Practice, eds. Angela Calabrese Barton and Marjory Osborne (New York: Peter Lang, 2001).
16. Nel Noddings, “Teaching Themes of Care,” Phi DeltaKappan (May 1995): 676.
17. Calabrese Barton; Lori A. Kurth, Charles W. Anderson, and Annemarie S. Palincsar, “The Case of Carla: Dilemmas of Helping All Students to Understand Science;” Science Education 86, no. 3 (2002).
18. Angela Calabrese Barton, “Reframing ‘Science for All’ through the Politics of Poverty;” EducationalPolicy 12, no. 5 (1998).
19. Maria Rivera Maulucci and Angela Calabrese Barton, “Negotiating Relationships between Self and Science through Science Inquiry: A Critical Science Approach,” (2003).
20. Lisa Delpit, “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children;” HarvardEducationalReview 58, no. 3 (1998).
21. Gloria Ladson-Billings, “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy;” Theoryinto Practice 34, no. 3 (1995): 162.
22. Jeannie Oakes, Kate Muir, and Rebecca Joseph, Coursetaking and Achievementin Mathematics and Science: Inequilities that Endure and Change (2000) obtained April 6, 2004 from http://www.wcer.wisc.edu/nise/News_Activities/Forums/Oakespaper.htm.
23. Alberto J. Rodriguez, “From Gap Gazing to Promising Cases: Moving toward Equity in Urban Education Reform;” Journalof Research in Science Teaching 38, no. 10 (2001).
24. Dana Fusco and Angela Calabrese Barton, “Re-Presenting Student Achievement,” Journal of Curriculum Studies 38, no. 3 (2001).
25. F. Michael Connelly and D. Jean Clandinin, “Narrative Inquiry: Storied Experience;” in Formsof Curriculum Inquiry, ed. E. C. Short (Albany: State University of New York Press, 1991).
26. M. R. Ialongo and J. p. Isenberg, Teachers’ Storiesfrom Personal Narrative to ProfessionalInsight (San Francisco: Jossey-Bass Publisher, 1995).
27. R. R. Powell, “Epistemological Antecedents to Constructivist Classroom Curricula: A Longitudinal Study of Teachers’ Constrasting Worldviews;” Teaching and Teacher Education 12 (1996).
28. Patti Lather, “Research as Praxis;” HarvardEducational Review 56 (1985).
29. F. Michael Connelly and D. Jean Clandinin, “Stories of Experience and Narrative Inquiry;” Educational Researcher 19, no. 5 (1990).
30. Jeannie Oakes, “Research for High-Quality Urban Teaching: Defining It, Developing It, Assessing It;” Journalof Teacher Education 53 (2002): 229.