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Cultural Studies of Science Education

Erschienen in:

01.04.2008

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

verfasst von: Margaret Eisenhart

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2008

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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.

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

Nächster Artikel 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

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

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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.

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Titel: Globalization and science education in a community-based after-school program
verfasst von: Margaret Eisenhart
Publikationsdatum: 01.04.2008
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 1/2008
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-007-9084-7

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