Class-First Analysis in a Continuum: An Approach to the Complexities of Schools, Society, and Insurgent Science

Autor/in	Valdiviezo, Laura Alicia
Titel	Class-First Analysis in a Continuum: An Approach to the Complexities of Schools, Society, and Insurgent Science
Quelle	In: Cultural Studies of Science Education, 5 (2010) 2, S.435-445 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9242-1
Schlagwörter	Stellungnahme; Equal Education; Social Sciences; Foreign Countries; Science Teachers; Peer Mediation; Social Capital; North Americans; Essays; Epistemology; Mexicans; Comparative Analysis; Scientific Concepts; Immigrants; Social Class; Mexico + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Peer Group; Mediation; Sozialkapital; Essay; Aufsatzunterricht; Erkenntnistheorie; Mexikaner; Immigrant; Immigrantin; Immigranten; Social classes; Soziale Klasse; Mexiko
Abstract	This essay addresses Katherine Richardson Bruna's paper: "Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science", through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10