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Boda, Phillip A. – Cultural Studies of Science Education, 2019
Using a phenomenographic design, this research reports on a study of a cohort (N = 22) of graduate students' conceptualizations of difference as they progressed through the only required diversity course in a science education program at a large, urban university in the American northeast. Data collection included biweekly course reflections, a…
Descriptors: Multicultural Education, Science Education, Graduate Students, Student Attitudes
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Ridgeway, Monica L. – Cultural Studies of Science Education, 2019
This paper is written in response to Alberto J. Rodriguez and Deb Morrison's article entitled, "Expanding and Enacting Transformative Meanings of Equity, Diversity and Social Justice in Science Education." The authors provide a historical account of science education social justice research efforts within the USA and support the need to…
Descriptors: Science Education, Educational Researchers, Equal Education, Social Justice
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Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M. – Cultural Studies of Science Education, 2018
Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary…
Descriptors: College Faculty, African American Teachers, Science Teachers, Work Experience
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Kress, Tricia M.; Lake, Robert – Cultural Studies of Science Education, 2018
Through a co/auto/ethnographic approach informed by a theoretical bricolage of critical pedagogy, place-based education, science education, human geography, feminism, and indigenous ways of knowing, the authors demonstrate the power of place in and as pedagogy. Using rich personal narratives, they reclaim their stories as an urban island-dweller…
Descriptors: Ethnography, Critical Theory, Teaching Methods, Science Education
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Ridgeway, Monica L.; Yerrick, Randy K. – Cultural Studies of Science Education, 2018
This case study examines after school programming in citizen science from the perspective of Critical Race Theory. During the course of enacting community outreach projects this data was used to examine the positioning of experts, student, and teachers within the program. This study explores the role of race and ethnicity, and the ways in which…
Descriptors: STEM Education, Science Education, Case Studies, Disadvantaged Youth
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Morrison, Deb – Cultural Studies of Science Education, 2018
In this dialogue with Monica Ridgeway and Randy Yerrick's "Whose banner are we waving?: Exploring STEM partnerships for marginalized urban youth," I engage the critical race theory (CRT) tenet of interest convergence. I first expand Derrick Bell's (1980) initial statement of interest convergence with subsequent scholarly work in this…
Descriptors: School Community Relationship, STEM Education, Partnerships in Education, Service Learning
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Dodo Seriki, Vanessa – Cultural Studies of Science Education, 2018
Ridgeway and Yerrick's paper, "Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth," unearthed the tensions that existed between a local community "expert" and a group of students and their facilitator in an afterschool program. Those of us who work with youth who are traditionally…
Descriptors: Science Education, STEM Education, Culturally Relevant Education, Partnerships in Education
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Kassam, Karim-Aly S.; Avery, Leanne M.; Ruelle, Morgan L. – Cultural Studies of Science Education, 2017
Using two case studies of children's knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous…
Descriptors: Case Studies, Indigenous Knowledge, Critical Theory, Teaching Methods
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Huffling, Lacey D.; Carlone, Heidi B.; Benavides, Aerin – Cultural Studies of Science Education, 2017
Heather Zimmerman and Jennifer Weible's ("Cult Stud Sci Educ," 2016) use of place-based pedagogy in high school science education honors their participants' lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot…
Descriptors: Rural Areas, Race, Critical Theory, Place Based Education
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Tolbert, Sara; Bazzul, Jesse – Cultural Studies of Science Education, 2017
In this paper, we explore how Jacques Rancière's ("The ignorant schoolmaster: five lessons in intellectual emancipation". Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle…
Descriptors: Science Education, Equal Education, Politics of Education, Activism
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Cian, Heidi; Dsouza, Nikeetha; Lyons, Renee; Alston, Daniel – Cultural Studies of Science Education, 2017
This manuscript is written in response to Lydia Burke and Jesse Bazzul's article "Locating a space of criticality as new scholars in science education". As doctoral students finding our place in the culture of science education, we respond by discussing our journeys towards the development of a scholarly identity, with particular focus…
Descriptors: Scholarship, Science Education, Graduate Students, Professional Identity
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Lyons, Renée; Dsouza, Nikeetha; Quigley, Cassie – Cultural Studies of Science Education, 2016
This review explores Archer, Dawson, Seakins, and Wong's "Disorienting, fun or meaningful? Disadvantaged families' experiences of a science museum visit" by examining the analytic frameworks guiding this study. To expand on Archer et al.'s use of feminist post-structuralist theories of identity we draw from the theory of…
Descriptors: Disadvantaged, Science Activities, Museums, Feminism
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Codrington, Jamila – Cultural Studies of Science Education, 2014
Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans.…
Descriptors: Science Instruction, Culturally Relevant Education, Critical Theory, Race
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Fogelberg, Katherine – Cultural Studies of Science Education, 2014
Zoo signs are important for informal learning, but their effect on visitor perception of animals has been sparsely studied. Other studies have established the importance of informal learning in American society; this study discusses zoo signs in the context of such learning. Through the lens of Critical Theory framed by informal learning, and by…
Descriptors: Recreational Facilities, Signs, Animals, Semiotics
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Jaipal-Jamani, Kamini – Cultural Studies of Science Education, 2014
Research studies using discourse analysis approaches make claims about phenomena or issues based on interpretation of written or spoken text, which includes images and gestures. How are findings/interpretations from discourse analysis validated? This paper proposes transdisciplinary convergence as a way to validate discourse analysis approaches to…
Descriptors: Discourse Analysis, Validity, Interdisciplinary Approach, Semiotics
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