Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a new form of scholarship based on the dialogic nature of science as process and product; and achieves these two objectives in a readable but scholarly way. Opposing the tendency to teach and do research as if science, science education, and scientific literacy could be imposed from the outside, the authors want science education to be for people rather than strictly about how knowledge gets into their heads. Taking up the challenges of this orientation, science educators can begin to make inroads into the currently widespread irrelevance of science in the everyday lives of people. Utmost attention has been given to making this book readable by the people from whose lives the topics of the chapters emerge, all the while retaining academic integrity and high-level scholarship. Wolff Michael Roth has been awarded the Distinguished Contributions Award by The National Association for Research in Science Teaching, for his contributions to research in this field. He has also been elected to be the Fellow of the American Association for Advancement of Science (AAAS) and Fellow of the American Educational Research Association.
Author(s): Wolff-Michael Roth
Edition: 1
Publisher: Routledge
Year: 2009
Language: English
Pages: 231
Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Illustrations......Page 8
Contributors......Page 10
Preface......Page 12
1 Taking a Stand(point): Introduction to a Science (Education) from People for People......Page 14
Part I Culturing Knowledges......Page 28
Introduction to Part I......Page 29
2 Revisiting and Reconsidering Authenticity in Science Education: Theory and the Lived Experiences of Two African American Females......Page 35
3 Faith in a Seed: Social Memory, Local Knowledge, and Scientific Practice......Page 52
4 Language and Experience of Self in Science and Transnational Migration......Page 67
5 Reality Pedagogy: Hip Hop Culture and the Urban Science Classroom......Page 83
6 Sister City, Sister Science: Science Education for Sustainable Living and Learning in the New Borderlands......Page 103
7 Cultural Encounters, Countering Enculturation: Metalogues about Cultures and School Science......Page 128
Part II Othering the Self, Selfing the Other......Page 144
Introduction to Part II......Page 145
8 Mothering and Science Literacy: Challenging Truth-Making and Authority through Counterstory......Page 147
9 Living with Chronic Illness: An Institutional Ethnography of (Medical) Science and Scientific Literacy in Everyday Life......Page 159
10 A Stranger in a “Real” Land: Engineering Expertise on an Engineering Campus......Page 185
11 Diversity of Knowledges and Contradictions: A Metalogue......Page 205
12 Appreciating Difference in and for Itself: An Epilogue......Page 219
Index......Page 225
