Top

Cultural Studies of Science Education

Published in:

01-04-2008

Globalization and science education in a community-based after-school program

Author: Margaret Eisenhart

Published in: Cultural Studies of Science Education | Issue 1/2008

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

What are the effects of globalization and how are these manifested in local communities and in the learning of science there? These questions are unpacked within one local community in the United States, a place called “Uptown” where I examine the educational opportunities and pathways in science that are available for low-income Black American girls. The data comes from eight years of work both as an after-school science education program director and researcher in Uptown. The results suggest that globalization is taking hold, both in the social and economic circumstances of the community and in the everyday lives of the girls who live there. Further, there is possible evidence of globalization in the micro-dynamics of the after-school program. Yet opportunities for science education that could prepare the girls and their community for a globalizing world lag far behind.

previous article Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny

next article Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

All names used to refer to places and people in the community are pseudonyms.

This shift in the girls’ perspective on teachers may be linked to shifts in the teachers’ views of the girls—from “children” to be supported and nurtured in elementary school to “young people” to be monitored, controlled, and policed in middle school.

There was one girl who challenged Leslie’s scientific knowledge on a number of occasions. This will have to be taken up in another article.

Anderson, E. (2000). Code of the street: Decency, violence, and the moral life of the inner city. New York: W.W. Norton.

Brown, A. (1992). Design experiments. Journal of Learning Sciences, 37, 143–156.

Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585–614.CrossRef

Carrithers, M. (1992). Why humans have cultures: Explaining anthropology and social diversity. Oxford: Oxford University Press.

Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Dino, A. L. T. (2007). Making fun: How urban Black girls craft identity. Unpublished doctoral dissertation, University of Colorado at Boulder.

Dyson, A. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.

Eisenhart, M. (2001). Educational ethnography past, present, and future: Ideas to think with. Educational Researcher, 30(8), 16–27.CrossRef

Eisenhart, M., & Edwards, L. (2004). Red-eared sliders and neighborhood dogs: Creating third spaces to support ethnic girls’ interests in technological and scientific expertise. Children, Youth and Environment 14(2), 156–177.

Eisenhart, M., & Finkel, E. (1998). Women’s science: Learning and succeeding from the margins. Chicago: University of Chicago Press.

Erickson, F. (1996). Going for the zone: The social and cognitive ecology of teacher-student interaction in classroom conversations. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 29–62). New York: Cambridge University Press.

González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

Gutiérrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65, 445–471.

Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.

Lee, C. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97–141.CrossRef

Lemke, J. (1993). Talking science: Language, learning and values. Norwood, NJ: Ablex.

Luke, A., & Carrington, V. (2002). Globalisation, literacy, curriculum practice. In R. Fisher, G. Brooks & M. Lewis (Eds.), Raising standards in literacy (pp. 231–250). London: Routledge/Falmer.

Lynch, M., & Macbeth, D. (1998). Demonstrating physics lessons. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 269–297). Mahwah, NJ: Lawrence Erlbaum Associates.

Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.

Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–70.CrossRef

Moll, L. (2000). Inspired by Vygotsky: Ethnographic experiments in education. In C. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp. 256–268). Cambridge: Cambridge University Press.

O’Connor, M., Godfrey, L., & Moses, R. (1998). The missing data point: Negotiating purposes in classroom mathematics, science. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 89–125). Mahwah, NJ: Lawrence Erlbaum Associates.

Osbourne, M., & Luke, A. (in press). Critical literacy and scientific discourses. Cultural Studies of Science Education.

Richardson Bruna, K. (in press). Mejor a Augusto, i sabe/You’d better ask Augusto, he knows: Transnational social capital and the work of peer mediation. Cultural Studies of Science Education.

Suárez-Orozco, C. (2004). Formulating identity in a globalized world. In M. Suárez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (pp. 173–202). Berkeley: University of California Press.

Suárez-Orozco, M., & Qin-Hilliard, D. (2004). Globalization: Culture and education in the new millennium. In M. Suárez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (pp. 1–37). Berkeley: University of California Press.

Tan, E., & Barton, A. (in press). Transforming participation in sixth grade science. Cultural Studies in Education.

Vélez-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge. Anthropology and Education Quarterly, 23, 313–335.CrossRef

Willis, P. (1979). Learning to labor. New York: Columbia University Press.

Woodrow, K. E. (2007). Culturally responsive middle school science: A case study of needs, demands and challenges. Unpublished doctoral dissertation, University of Colorado at Boulder.

Title: Globalization and science education in a community-based after-school program
Author: Margaret Eisenhart
Publication date: 01-04-2008
Publisher: Springer Netherlands
Published in: Cultural Studies of Science Education / Issue 1/2008
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-007-9084-7

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 1/2008

Announcing two new features: Book review essay and books of note

NARST: a lived history

Jong-Hsiang Yang: a major promoter of Taiwanese science education

Intersections between immigration, language, identity, and emotions: a science teacher candidate’s journey

Science education in an era of globalization: an introduction

Identity and agency in science education: reflections from the far side of the world

Premium Partner