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Cultural Studies of Science Education

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01-09-2012 | Forum

Misrecognition and science education reform

Author: Carol B. Brandt

Published in: Cultural Studies of Science Education | Issue 3/2012

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Abstract

In this forum, I expand upon Teo and Osborne’s discussion of teacher agency and curriculum reform. I take up and build upon their analysis to further examine one teacher’s frustration in enacting an inquiry-based curriculum and his resulting accommodation of an AP curriculum. In this way I introduce the concept of misrecognition (Bourdieu and Passeron 1977) to open up new ways of thinking about science inquiry and school reform.

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Bourdieu, P. (1998). Practical reason: On the theory of action. Stanford: Stanford University Press.

Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture. Beverly Hills: Sage.

Brandt, C. B., Shumar, W., Hammond, L., Carlone, H., Kimmel, S., & Tschida, C. (2010). Habitus, social fields, and circuits in rural science education. Cultural Studies of Science Education, 5, 477–493.CrossRef

Nespor, J. (1997). Tangled up in school: Politics, space, bodies, and signs in the educational process. Mahwah: Lawrence Erlbaum.

Pajak, E., & Green, A. (2003). Loosely coupled organizations, misrecognition, and social reproduction. International Journal of Leadership in Education, 6, 393–413.CrossRef

Saussure, F. (1966). Course in general linguistics. New York: McGraw-Hill Book Co.

Title: Misrecognition and science education reform
Author: Carol B. Brandt
Publication date: 01-09-2012
Publisher: Springer Netherlands
Published in: Cultural Studies of Science Education / Issue 3/2012
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-012-9398-y

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Other articles of this Issue 3/2012

Beyond the sensible world: a discussion of Mark Zuss’ The practice of theoretical curiosity

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Hybrid discourse practice and science learning

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