Feminist Science EducationTeachers College Press, 1998 - 156 pages Based on a two-year teacher-research study, this book questions and challenges how power and knowledge relationships position teachers, students, and science with and against one another in the classroom. |
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Page vii
... understand and transform the individual , society , and science . Thus , in addition to helping all students learn science , feminist science teaching attempts to expose the cultural , social , and historical dimensions of the culture ...
... understand and transform the individual , society , and science . Thus , in addition to helping all students learn science , feminist science teaching attempts to expose the cultural , social , and historical dimensions of the culture ...
Page viii
... Understanding is aided by a recognition of science as a hu- man construction , both permeated and bounded by rules and expecta- tions that have grown out of and continue from social and political identities , beliefs , and interests ...
... Understanding is aided by a recognition of science as a hu- man construction , both permeated and bounded by rules and expecta- tions that have grown out of and continue from social and political identities , beliefs , and interests ...
Page ix
... understand how a teacher's understanding of the positional nature of teaching and learning can open up possibilities for a more liberatory education in science for all students . These two intertwined issues , deeply rooted in the ...
... understand how a teacher's understanding of the positional nature of teaching and learning can open up possibilities for a more liberatory education in science for all students . These two intertwined issues , deeply rooted in the ...
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Table des matières
Feminist Liberatory Science Education? | xi |
GenderInclusive Science | 2 |
Situated Knowing and Learning | 11 |
Positionality and the Politics of Feminist Teacher Research | 18 |
Learning to Question Science for All | 20 |
Positionality | 26 |
Positionality and Feminist Science Teacher Research | 28 |
Positioning Science Through Oral Histories | 35 |
Midwives Science and Intuitive Scientific Knowledge | 78 |
Transforming Education Through Political Pedagogical Practice | 84 |
Revisioning Science Through Lived Experience | 88 |
Learning Science Through Whose Experiences? | 89 |
Gas Laws | 91 |
Positioning Science | 104 |
Political and Social Implications for Positioning Science Through Experience | 107 |
Rereading Lived Experiences for a Liberatory Science Education | 108 |
Lisa Karms and the Human Element | 36 |
Kurt Phillips and the Elitism of Western Science | 40 |
Patti Ricker and the Political Nature of Science | 44 |
Karen Ross and Weaving the Themes Together | 48 |
Repositioning Chemistry Through Oral Histories | 52 |
Learning About Ourselves Inside of Science Outside of Science | 56 |
Critical Awareness | 59 |
Praxis | 63 |
Moving Relationships | 66 |
Reflections | 70 |
Centering Lived Experience | 73 |
To Talk About Juans Mother or Not | 74 |
Repositioning the Discourses Framing a Science for All | 115 |
Implications of Feminist Teacher Research for Knowing in Science Teacher Education | 117 |
Schools and Science as Political Sites for Transformative Praxis | 121 |
Positional and Situated Teaching Knowing and Learning and Experience | 127 |
Positioning Reform in the Larger Discourses of Power and Possibility | 131 |
Looking Ahead | 133 |
NOTES | 139 |
REFERENCES | 141 |
INDEX | 149 |
| 154 | |
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