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Author:   Carol Brandt (Temple University, USA) ,  Heidi Carlone (University of North Carolina, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.430kg
ISBN:  

9781138020627

ISBN 10:   1138020621
Pages:   156
Publication Date:   07 May 2014
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Introduction: Ethnographies of science education: situated practices of science learning for social/political transformation Carol B. Brandt and Heidi Carlone 2. Unpacking ‘culture’ in cultural studies of science education: cultural difference versus cultural production Heidi Carlone and Angela Johnson 3. From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education Laura Colucci-Gray and Christine Fraser 4. Evolution education in policy and practice: an ethnographic perspective David E. Long 5. Science teaching: a dilemmatic approach Anna Traianou 6. Feeding pigs and looking for güembé: the local production of knowledge about the natural world of peasant and indigenous children in San Ignacio Ana Padawer 7. Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls Jrene Rahm 8. The role of borders in environmental education: positioning, power and marginality Carrie T. Tzou and Philip Bell

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Author Information

Carol Brandt is an assistant professor of science education in the Department of Teaching & Learning at Temple University in Philadelphia, Pennsylvania, USA. As an educational anthropologist, her research explores the sociocultural dimensions of learning science in informal contexts beyond the school classroom. She studies ways that language structures participation as youth and adults move between home, community, science centers, and school. Heidi Carlone is an associate professor of science education at The University of North Carolina at Greensboro, USA. Carlone’s research uses theoretical lenses from anthropology of education, sociocultural theories, and cultural studies to understand the local/global productions of ""science"" and ""science person"" in K-16 in-school and out-of-school settings and implications of those meanings for those historically shut out of science and for science education reform.

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