Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Hannah; Scantlebury, Kathryn |
|---|---|
| Titel | Being "Chill" with Teachers and "Frozen" by Peers in Science: Overcoming Social and Educational Barriers in a Learning Community |
| Quelle | In: Cultural Studies of Science Education, 8 (2013) 3, S.673-682 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-013-9507-6 |
| Schlagwörter | Immigrants; Science Education; Gender Issues; Identification (Psychology); Racial Differences; Religion; Socioeconomic Status; Age Differences; Barriers; Communities of Practice; Learner Engagement |
| Abstract | This forum discusses the issue of "othering" and how intersectionality is a useful analytical framework for understanding the students' immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung's study because gender is a key aspect of one's identity other aspects such as race, religion, socio-economic status, and age have assumed a significant status in gender studies. Lastly we examine the supports and barriers that cliques can produce and propose the importance of building a learning community in the science classroom to engage all students. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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