Science Education and Institutional Ethnography: An Introduction. Wolff-Michael Roth PART A: CULTURING KNOWLEDGES 1. Particularities in relation to Western Science: Authenticity derived from the Life Spaces of an Elderly and a Young Adult African American Female. Eileen Parsons 2. Faith in a Seed: Social Memory, Local Knowledge, and Scientific Practice. Carol B. Brandt 3. Language and Experience of the Self in Science and Transnational Migration. SungWon Hwang, Miho Matsuda, & Wolff-Michael Roth 4. Reality pedagogy: Hip Hop culture and the Urban Science Classroom. Chris Emdin 5. Sister City, Sister Science: Science Education for Sustainable Rural Living in the New Borderlands. Katherine Richardson Bruna 6. Metalogue: Culturing Knowledges--Lessons for Science Education. Carol B. Brandt, Katherine Richardson Bruna, SungWon Hwang, Miho Matsuda, Eileen Parsons, Wolff-Michael Roth PART B: OTHERING THE SELF, SELFING THE OTHER 7. Crafting new forms of community knowledge about having babies. Angela Barton Calabrese 8. Scientific Literacy Through the Lens of (Chronical) Illness. Wolff-Michael Roth 9. Teacher as Knower and Learner Revisited: Situated Knowledge in the Era of No Child Left Behind. Margery Osborne 10. Engineering Expertise in Engineering Education: A Stranger in a "Real" Land. Karen Tonso 11. Metalogue: Othering the Self, Selfing the Other Angela Barton Calabrese, Margery Osborne, Wolff-Michael Roth, Karen Tonso (alphabetical order).
(source: Nielsen Book Data)
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. (source: Nielsen Book Data)