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Unpacking science for all through the lens of identities-in-practice: The stories of Amelia & Ginny

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Edna Tan, Assistant Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This manuscript reports on an ethnographic study of two Latina students who attended an urban middle school in a low-income community, and how they exhibit agency by purposefully authoring identities-in-practice that value nontraditional ways of knowing and resources. Drawing from both global feminism and sociocultural theory, we argue that by paying careful attention to how and why urban girls author identities-in-practice we can gain deep insight into the noncommodified forms of knowledge, relationships and activities that make up their engagement in science and that girls often employ to participate in science related communities in ways that are culturally and socially just and sustainable.

Additional Information

Publication
Cultural Studies of Science Education, 3(1), 43-71
Language: English
Date: 2008
Keywords
Urban education, Girls' science education, Middle school science, Identities-in-practice, Social justice