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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD>PREFACE</TD><TD WIDTH=40></TD><TD VALIGN=TOP>vii</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD>ACKNOWLEDGMENTS</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xi</TD><TD></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>1.  Feminist Liberatory Science Education?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(19)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>First Wave Feminism in Science Education: Issues of Equity</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>2</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Second Wave Feminism in Science Education: Gender-Inclusive Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>4</TD><TD VALIGN=TOP>(9)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Third Wave Feminism in Science Education: Situated Knowing and Learning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>13</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>2.  Positionality and the Politics of Feminist Teacher Research</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>20</TD><TD VALIGN=TOP>(17)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Learning to Question "Science for All"</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>22</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Positionality</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>28</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Positionality and Feminist Science Teacher Research</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>30</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>3.  Positioning Science Through Oral Histories</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>37</TD><TD VALIGN=TOP>(21)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Oral Histories</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>37</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Shellie's Oral History: Lisa Karms and the Human Element in Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>38</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Laurie's Oral History: Kurt Phillips and the Elitism of Western Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>42</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Tracy's Oral History: Patti Ricker and the Political Nature of Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>46</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Gene's Oral History: Karen Ross and Weaving the Themes Together</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>50</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Repositioning Chemistry Through Oral Histories</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>54</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>4.  Learning About Ourselves Inside of Science, Outside of Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>58</TD><TD VALIGN=TOP>(17)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Critical Awareness</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>61</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Praxis</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>65</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Moving Relationships</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>68</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Reflections</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>72</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>5.  Centering Lived Experience</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>75</TD><TD VALIGN=TOP>(15)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>To Talk About Juan's Mother or Not</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>76</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Midwives, Science, and Intuitive Scientific Knowledge</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>80</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Transforming Education Through Political Pedagogical Practice</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>86</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>6.  Revisioning Science Through Lived Experience</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>90</TD><TD VALIGN=TOP>(27)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Learning Science Through Whose Experiences?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>91</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Twisting Experiences into Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>91</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Revisioning Science Through Experience: Gas Laws</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>93</TD><TD VALIGN=TOP>(13)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Positioning Science</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>106</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Political and Social Implications for Positioning Science Through Experience</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>109</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Rereading Lived Experiences for a Liberatory Science Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>110</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>7.  Repositioning the Discourses: Framing a Science for All</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>117</TD><TD VALIGN=TOP>(24)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Implications of Feminist Teacher Research for Knowing in Science Teacher Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>119</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Reflexive Relationships Between Positionality, Teaching and Research in Science Education</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>119</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Schools and Science as Political Sites for Transformative Praxis</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>123</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Reframing a Knowledge Base for Teachers: Positional and Situated Teaching, Knowing and Learning, and Experience</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>129</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Positioning Reform in the Larger Discourses of Power and Possibility</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>133</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Looking Ahead</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>135</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD>NOTES</TD><TD WIDTH=40></TD><TD VALIGN=TOP>141</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD>REFERENCES</TD><TD WIDTH=40></TD><TD VALIGN=TOP>143</TD><TD VALIGN=TOP>(8)</TD></TR><TR><TD>INDEX</TD><TD WIDTH=40></TD><TD VALIGN=TOP>151</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD>ABOUT THE AUTHOR</TD><TD WIDTH=40></TD><TD VALIGN=TOP>156</TD><TD></TD></TR></TABLE>

This volume presents a case for liberatory science education from a feminist perspective. Based on a two-year teacher-research study, Feminist Science Education questions and challenges how power and knowledge relationships position teachers, students, and science with and against one another in the classroom. Using stories about life in and out of the classroom, this book describes the impact that exploring this situated nature of science and teaching has for transforming science education

Feminist science education