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Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada
14 references·6 citing·35 second hop
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this work references cited by second hop

References

  • 1980Power/Knowledge: Selected Interviews and Other Writings 1972-197722,285 cited
  • 1984The Postmodern Condition: A Report on Knowledge15,116 cited
  • 1973The archaeology of knowledge2,823 cited
  • 1998Postcolonial Theory1,101 cited
  • 1994Postmodernism and Education: Different Voices, Different Worlds749 cited
  • 1993A Foucault Primer: Discourse, Power and the Subject699 cited
  • 2017The Politics of the Textbook573 cited
  • 2002Postmodernism and Education537 cited
  • 1997Toward a First Nations cross-cultural science and technology curriculum381 cited
  • 1993In search of a rationale for multicultural science education201 cited
  • 1996Constructivism and non‐western science education research146 cited
  • 1990Aboriginal science for the ecologically sustainable future66 cited
  • 1989Open and closed texts: The ideological/semantic analysis of textbook narratives40 cited
  • 1997Diversity and equity for Asian American students in science education40 cited

Cited by

  • 2014Scientific and Cultural Knowledge in Intercultural Science Education: Student Perceptions of Common Ground73 cited

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  • 2004Science textbooks for lower secondary schools in Brunei: issues of gender equity72 cited
  • 2015Evaluating Junior Secondary Science Textbook Usage in Australian Schools58 cited
  • 2008Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities53 cited
  • 2006Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework50 cited
  • 2017Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks40 cited