Teaching with difference: A response to Angela Calabrese Barton: Teaching science with homeless children: Pedagogy, representation, and identity

Teaching with difference: A response to Angela Calabrese Barton: Teaching science with homeless children: Pedagogy, representation, and identity

Suggests that educating all students entails going beyond seeking ways to enable marginalized students to engage in present educational forms. An education for homeless and minority children involves rethinking foundational assumptions about the nature of the disciplines, the purposes of education,...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of research in science teaching 1998-04, Vol.35 (4), p.395-397
Hauptverfasser: Ball, Deborah Loewenberg, Osborne, Margery D.
Format: Artikel
Sprache:eng
Schlagworte:
Critical Theory
Cultural Influences
Educational Innovation
Educational Objectives
Elementary Education
Expectation
Feminism
Homeless People
Marginalized Groups
Poststructuralism
Poverty
Science Education
Science for All Programs
Self Efficacy
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Suggests that educating all students entails going beyond seeking ways to enable marginalized students to engage in present educational forms. An education for homeless and minority children involves rethinking foundational assumptions about the nature of the disciplines, the purposes of education, and the role of teachers. Respecting diversity implies that ideas about subject matter will evolve. (PVD)
ISSN:0022-4308
1098-2736
DOI:10.1002/(SICI)1098-2736(199804)35:4<395::AID-TEA9>3.0.CO;2-L