A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice

Autor/inn/en	Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina
Titel	A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice
Quelle	In: Cultural Studies of Science Education, 5 (2010) 2, S.447-476 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9233-2
Schlagwörter	Magnet Schools; Preservation; Cultural Maintenance; Ethnography; Global Approach; Personality; Manufacturing; Values Education; Science Curriculum; Elementary Schools; Rural Schools; Job Layoff; Manufacturing Industry; Technology Education; Science Education; Mathematics Education + Suchen Sie Ihr Suchwort? Ethnografie; Globales Denken; Personalität; Herstellung; Werterziehung; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beurlaubung; Fertigungswirtschaft; Produzierendes Gewerbe; Technisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Mathematische Bildung
Abstract	This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school's science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county's newspaper articles from 2003 to 2006, the school's, town's, and business leaders' promotional materials, and interviews with school staff, parents, and community members. A key finding was the school's dual promotion of science education and character education. We make sense of this "science with character" curriculum by unpacking the school and community's entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10