Teaching Science to Transgress: Portraits of Feminist Praxis

Autor/inn/en	Tolbert, Sara; Gray, Salina; Rivera, Marelis; Schindel, Alexa
Titel	Teaching Science to Transgress: Portraits of Feminist Praxis
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 1, S.127-165 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tolbert, Sara) ORCID (Schindel, Alexa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21723
Schlagwörter	Science Instruction; Teaching Methods; Social Justice; Feminism; Praxis; Collectivism; Learner Engagement; Disproportionate Representation; Minority Group Students; Females; Resilience (Psychology); Educational Change; Barriers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Feminismus; Weibliches Geschlecht; Bildungsreform
Abstract	Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students--practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01