Feminist Science Education
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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Feminist Liberatory Science Education?
Situated Knowing and Learning
Positionality and the Politics of Feminist Teacher Research
Learning to Question Science for All
Positionality and Feminist Science Teacher Research
Positioning Science Through Oral Histories
Midwives Science and Intuitive Scientific Knowledge
Transforming Education Through Political Pedagogical Practice
Revisioning Science Through Lived Experience
Learning Science Through Whose Experiences?
Political and Social Implications for Positioning Science Through Experience
Rereading Lived Experiences for a Liberatory Science Education
Lisa Karms and the Human Element
Kurt Phillips and the Elitism of Western Science
Patti Ricker and the Political Nature of Science
Karen Ross and Weaving the Themes Together
Repositioning Chemistry Through Oral Histories
Learning About Ourselves Inside of Science Outside of Science
Centering Lived Experience
To Talk About Juans Mother or Not
Repositioning the Discourses Framing a Science for All
Implications of Feminist Teacher Research for Knowing in Science Teacher Education
Schools and Science as Political Sites for Transformative Praxis
Positional and Situated Teaching Knowing and Learning and Experience
Positioning Reform in the Larger Discourses of Power and Possibility
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