Kobe’s story: Doing science as contested terrain

International Journal of Qualitative Studies in Education

Volumn 16, Issue 4, 2003, Pages 533-552

  Barton, Angela Calabrese ^a  

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

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009561660     PISSN: 09518398     EISSN: 13665898     Source Type: Journal    
DOI: 10.1080/0951839032000099534     Document Type: Article

References (44)

1. American Association for the Advancement of Science. (1989). Sciencefor all Americans. Washington, DC: American Association for the Advancement of Science Press.
2. American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
3. Anyon, J. (1997). Ghetto schooling. New York: Teachers College Press.
4. Atwater, M. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33(8), 821-838.
5. Banks, J. (1999). An introduction to multicultural education. Boston: Allyn and Bacon.
6. Beane, D.B. (1988). Mathmatics and science: Critical filters for the future of minority students. Washington, DC: Mid-Atlantic Center for Race Equity.
7. Beard, R. (1987). On being homeless: historical perspectives. New York, NY: Museum of the City of New York.
8. Calabrese Barton, A. (1998). Science education and the politics of poverty. Educational Policy, 12(5), 525-541.
9. Calabrese Barton, A., & Darkside (2000). Autobiography in science education: Greater objectivity through local knowledge. Research in Science Education, 30(1), 23-42.
10. Calabrese Barton, A., & Osborne, M.D. (Eds.) (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.
11. Calabrese Barton, A., & Yang, K. (2000). Learning from Miguel: The culture of power and science in the inner city. Journal of Research in Science Teaching (accepted).
12. Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
13. Darling-Hammond, L. (1999). America’s future: Educating teachers. Education Digest, 64(9), 18-35.
14. Eisenhart, M., Finkel, E., & Marion, S. (1996). Creating the conditions for scientific literacy: A reexamination. American Education Research Journal, 33(2), 261-295.
15. Ellsworth, E. (1997). Teaching positions: difference, pedagogy, and the power of address. New York: Teachers College Press.
16. Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38(8), 860-888.
17. Fusco, D., & Calabrese Barton, A. (2001). Re-presenting student achievement in science. Journal of Research in Science Teaching, 38(3), 337-354.
18. Glaser, B., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter Press.
19. Harding, S. (1991). Whose science? Whose knowledge? Thinkingfrom women’s lives. Ithaca: Cornell University Press.
20. HFH. (1998). Day to day… Parent to child: The future of violence among homeless children in America. New York: Institute for Children and Poverty.
21. Ingersoll, R. (1999). The Problem of Underqualified Teachers in American Secondary Schools. Educational Researcher, 28(2), 26-38.
22. Institute for Children and Poverty, US Conference of Mayors. (1996). A status report on hunger and homelessness in America’s cities. Washington DC: US Conference of Mayors.
23. Lather, P. (1991). Getting Smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
24. Lave, J., & Wenger, E. (1991). Situated learning- Legitimate peripheral participation. Cambridge: Cambridge University Press.
25. Lee, O., & Fradd, S. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27, 12-21.
26. McGinn, M. K., & Roth, W.-M. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28, 14-24.
27. McLaren, P. (1989) Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
28. McLaren, P. (1992). Collisions with otherness: traveling theory, post-colonial criticism, and the politics of ethnographic practice - the mission of the wounded ethnographer. Qualitative Studies in Education, 5(1), 77-92.
29. McLaren, P. (1994). Critical pedagogy, political agency, and the pragmatics of justice: The case of Lyotard. Educational Theory, 44(3), 319.
30. National Center for Health Statistics. (1995). Current estimates from the National Health Interview Survey, 1994. Washington, DC: US Dept. of Health and Human Services.
31. National Research Council. (1987). Improving indicators of the quality of science and mathematics education in grades K-12. Washington, DC: National Academy Press.
32. National Research Council. (1996) National science education standards. Washington, DC: National Academy Press.
33. National Science Teachers Association. (1998). Pathways to national standards. Washington, DC: Author.
34. National Science Teachers Association. (1992). NSTA standards for science teacher certification. Washington, DC: NSTA.
35. Nunez, R. da C. (1996). The new poverty. New York: Insight Books/Plenum Publishing.
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.
37. Oakes, J. (2000). Coursetaking and achievement: Inequalities that endure and change. A keynote presentation at the National Institute for Science Education Annual Meeting, Detroit, MI.
38. Osborne, M.D. (1998). Responsive science pedagogy in a democracy: Dangerous teaching. Theory Into Practice, 37(4) 225-237.
39. Page, R. (1989). The lower-track curriculum at a ‘heavenly’ high school: ‘Cycles of prejudice’. Journal of Curriculum Studies, 21(3), 197-208.
40. Page, R. (1990). Games of chance: The lower-track curiculum in a college-preparatory high school. Curriculum Inquiry, 20(3), 249-264.
41. Stanley, W., & Brickhouse, N. (1995). Multiculturalism, universalism and science education. Science Education, 78(4), 387-398.
42. Strauss, A.L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
43. Trueba, H. (1999). Critical ethnography and a Vygostkian pedagogy of hope: the empowerment of Mexican immigrant children. Qualitative Studies in Education, 12(6), 591-614.
44. Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and cooptation in the field. Harvard Education Review, 66, 711-731