Reframing "Science for all" through the Politics of Poverty

Angela Calabrese Barton

120 citations0/0 files storedEducational Policy

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Science Education and Pedagogy School Choice and Performance Educational Theory and Curriculum Studies

Abstract

This article examines the educational research and policy surrounding "science for all" as it relates to children living and learning in poverty. The author illustrates that science for all students, although egalitarian in theory, has proven difficult to actualize among all students in all schools, especially those living and learning in poverty, in part because it positions students and science in a relationship where only students can change. It is argued that if "science for all" is to be a reality, then the reflexive nature of the relationship between science and all must be articulated.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 120 citations exist upstream.

References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1995National Science Education Standards 1987The science question in feminism 1996The Dreamkeepers: Successful Teachers of African American Children.1986The Science Question in Feminism 1995The dreamkeepers: successful teachers of African American children 1990Science as Social Knowledge

Cited by

2001Reversing the “standard” direction: Science emerging from the lives of African American students 2003The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs 1999Equity Implications Based on the Conceptions of Science Achievement in Major Reform Documents 1999Reproduction of social class in the teaching and learning of science in urban high schools 2002Urban Science Education Studies: A Commitment to Equity, Social Justice and a Sense of Place 2017Research–practice partnerships as a strategy for promoting equitable science teaching and learning through leveraging everyday science

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.