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Cultural Studies of Science Education

Erschienen in:

01.04.2008

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

verfasst von: Edna Tan, Angela Calabrese Barton

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

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Abstract

This manuscript reports on an ethnographic study of two Latina students who attended an urban middle school in a low-income community, and how they exhibit agency by purposefully authoring identities-in-practice that value nontraditional ways of knowing and resources. Drawing from both global feminism and sociocultural theory, we argue that by paying careful attention to how and why urban girls author identities-in-practice we can gain deep insight into the noncommodified forms of knowledge, relationships and activities that make up their engagement in science and that girls often employ to participate in science related communities in ways that are culturally and socially just and sustainable.

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

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

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Titel: Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny
verfasst von: Edna Tan
Angela Calabrese Barton
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/s11422-007-9076-7

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