The culture of power and science education: Learning from Miguel
In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us dec...
Gespeichert in:
| Veröffentlicht in: | Journal of research in science teaching 2000-10, Vol.37 (8), p.871-889 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 889 |
|---|---|
| container_issue | 8 |
| container_start_page | 871 |
| container_title | Journal of research in science teaching |
| container_volume | 37 |
| creator | Barton, Angela Calabrese Yang, Kimberley |
| description | In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000 |
| doi_str_mv | 10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1554122934</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ615575</ericid><sourcerecordid>1554122934</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4127-3c0e3ec6e0dbb3fb4f1ea2817bf2d0a5a684ed46d7b149fca9cd384ffca83b293</originalsourceid><addsrcrecordid>eNqVkM9v0zAcxSMEEmXwH3CwBAc4pPhHEjtlQlSldJu6VUJBHL9ynK-HR5YUu9HYf49DpnLhwsm23vN7T58kKRidM0r5O0ZLlXIpijecUsroWyEX6lRJtlgszz-l1XopP4g5na9273laPkpmxw-Pk1kM4GkmqHqaPAvhJgaIkpWz5GP1HYkZ2sPgkfSW7Ps79ER3DQnGYWeQYDMYfXB9tyBb1L5z3TWxvr8ll-56wPZ58sTqNuCLh_Mk-fp5Xa3O0u1uc75ablOTMS5TYSgKNAXSpq6FrTPLUHPFZG15Q3WuC5VhkxWNrFlWWqNL0wiV2XhToualOEleTbl73_8cMBzgph98FyuB5XnsiJ4suq4ml_F9CB4t7L271f4eGIWRIoxQYIQCE0UQEhREigCRIowUQQCF1Q44jLWvH2p1MLq1XnfGhb-pcWwuRbS9nGzonTmq64sibpN5lHeTfOdavP-PTf-Y9OcdE9Mp0YUD_jomav8DCilkDt-uNrC5rM4uvmwqkOI3boqlwA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1554122934</pqid></control><display><type>article</type><title>The culture of power and science education: Learning from Miguel</title><source>Periodicals Index Online</source><source>Access via Wiley Online Library</source><creator>Barton, Angela Calabrese ; Yang, Kimberley</creator><creatorcontrib>Barton, Angela Calabrese ; Yang, Kimberley</creatorcontrib><description>In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000</description><identifier>ISSN: 0022-4308</identifier><identifier>EISSN: 1098-2736</identifier><identifier>DOI: 10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9</identifier><identifier>CODEN: JRSTAR</identifier><language>eng</language><publisher>New York: John Wiley & Sons, Inc</publisher><subject>Cultural Differences ; Curriculum subjects: programmes and methods ; Disadvantaged Youth ; Educational Change ; Educational sciences ; Ethnicity ; Exact and natural sciences ; Minority Groups ; Natural Sciences ; Science Education ; Science for All Americans ; Scientific Literacy ; Socioeconomic Status ; Teaching methods</subject><ispartof>Journal of research in science teaching, 2000-10, Vol.37 (8), p.871-889</ispartof><rights>Copyright © 2000 John Wiley & Sons, Inc.</rights><rights>2001 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c4127-3c0e3ec6e0dbb3fb4f1ea2817bf2d0a5a684ed46d7b149fca9cd384ffca83b293</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2F1098-2736%28200010%2937%3A8%3C871%3A%3AAID-TEA7%3E3.0.CO%3B2-9$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2F1098-2736%28200010%2937%3A8%3C871%3A%3AAID-TEA7%3E3.0.CO%3B2-9$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27869,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ615575$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1149573$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Barton, Angela Calabrese</creatorcontrib><creatorcontrib>Yang, Kimberley</creatorcontrib><title>The culture of power and science education: Learning from Miguel</title><title>Journal of research in science teaching</title><addtitle>J. Res. Sci. Teach</addtitle><description>In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000</description><subject>Cultural Differences</subject><subject>Curriculum subjects: programmes and methods</subject><subject>Disadvantaged Youth</subject><subject>Educational Change</subject><subject>Educational sciences</subject><subject>Ethnicity</subject><subject>Exact and natural sciences</subject><subject>Minority Groups</subject><subject>Natural Sciences</subject><subject>Science Education</subject><subject>Science for All Americans</subject><subject>Scientific Literacy</subject><subject>Socioeconomic Status</subject><subject>Teaching methods</subject><issn>0022-4308</issn><issn>1098-2736</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2000</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNqVkM9v0zAcxSMEEmXwH3CwBAc4pPhHEjtlQlSldJu6VUJBHL9ynK-HR5YUu9HYf49DpnLhwsm23vN7T58kKRidM0r5O0ZLlXIpijecUsroWyEX6lRJtlgszz-l1XopP4g5na9273laPkpmxw-Pk1kM4GkmqHqaPAvhJgaIkpWz5GP1HYkZ2sPgkfSW7Ps79ER3DQnGYWeQYDMYfXB9tyBb1L5z3TWxvr8ll-56wPZ58sTqNuCLh_Mk-fp5Xa3O0u1uc75ablOTMS5TYSgKNAXSpq6FrTPLUHPFZG15Q3WuC5VhkxWNrFlWWqNL0wiV2XhToualOEleTbl73_8cMBzgph98FyuB5XnsiJ4suq4ml_F9CB4t7L271f4eGIWRIoxQYIQCE0UQEhREigCRIowUQQCF1Q44jLWvH2p1MLq1XnfGhb-pcWwuRbS9nGzonTmq64sibpN5lHeTfOdavP-PTf-Y9OcdE9Mp0YUD_jomav8DCilkDt-uNrC5rM4uvmwqkOI3boqlwA</recordid><startdate>200010</startdate><enddate>200010</enddate><creator>Barton, Angela Calabrese</creator><creator>Yang, Kimberley</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>SOGVL</scope></search><sort><creationdate>200010</creationdate><title>The culture of power and science education: Learning from Miguel</title><author>Barton, Angela Calabrese ; Yang, Kimberley</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4127-3c0e3ec6e0dbb3fb4f1ea2817bf2d0a5a684ed46d7b149fca9cd384ffca83b293</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2000</creationdate><topic>Cultural Differences</topic><topic>Curriculum subjects: programmes and methods</topic><topic>Disadvantaged Youth</topic><topic>Educational Change</topic><topic>Educational sciences</topic><topic>Ethnicity</topic><topic>Exact and natural sciences</topic><topic>Minority Groups</topic><topic>Natural Sciences</topic><topic>Science Education</topic><topic>Science for All Americans</topic><topic>Scientific Literacy</topic><topic>Socioeconomic Status</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Barton, Angela Calabrese</creatorcontrib><creatorcontrib>Yang, Kimberley</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Periodicals Index Online Segment 47</collection><jtitle>Journal of research in science teaching</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Barton, Angela Calabrese</au><au>Yang, Kimberley</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ615575</ericid><atitle>The culture of power and science education: Learning from Miguel</atitle><jtitle>Journal of research in science teaching</jtitle><addtitle>J. Res. Sci. Teach</addtitle><date>2000-10</date><risdate>2000</risdate><volume>37</volume><issue>8</issue><spage>871</spage><epage>889</epage><pages>871-889</pages><issn>0022-4308</issn><eissn>1098-2736</eissn><coden>JRSTAR</coden><abstract>In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000</abstract><cop>New York</cop><pub>John Wiley & Sons, Inc</pub><doi>10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9</doi><tpages>19</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-4308 |
| ispartof | Journal of research in science teaching, 2000-10, Vol.37 (8), p.871-889 |
| issn | 0022-4308 1098-2736 |
| language | eng |
| recordid | cdi_proquest_journals_1554122934 |
| source | Periodicals Index Online; Access via Wiley Online Library |
| subjects | Cultural Differences Curriculum subjects: programmes and methods Disadvantaged Youth Educational Change Educational sciences Ethnicity Exact and natural sciences Minority Groups Natural Sciences Science Education Science for All Americans Scientific Literacy Socioeconomic Status Teaching methods |
| title | The culture of power and science education: Learning from Miguel |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-02T17%3A00%3A15IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20culture%20of%20power%20and%20science%20education:%20Learning%20from%20Miguel&rft.jtitle=Journal%20of%20research%20in%20science%20teaching&rft.au=Barton,%20Angela%20Calabrese&rft.date=2000-10&rft.volume=37&rft.issue=8&rft.spage=871&rft.epage=889&rft.pages=871-889&rft.issn=0022-4308&rft.eissn=1098-2736&rft.coden=JRSTAR&rft_id=info:doi/10.1002/1098-2736(200010)37:8%3C871::AID-TEA7%3E3.0.CO;2-9&rft_dat=%3Cproquest_cross%3E1554122934%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1554122934&rft_id=info:pmid/&rft_ericid=EJ615575&rfr_iscdi=true |