Front cover image for Feminist science education

Feminist science education

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
Print Book, English, ©1998
Teachers College Press, New York, ©1998
Biography
xi, 156 pages : illustrations ; 24 cm.
9780807762943, 9780807762936, 0807762946, 0807762938
38024274
PREFACEvii(4)
ACKNOWLEDGMENTSxi
1. Feminist Liberatory Science Education?
1(19)
First Wave Feminism in Science Education: Issues of Equity
2(2)
Second Wave Feminism in Science Education: Gender-Inclusive Science
4(9)
Third Wave Feminism in Science Education: Situated Knowing and Learning
13(7)
2. Positionality and the Politics of Feminist Teacher Research
20(17)
Learning to Question "Science for All"
22(6)
Positionality
28(2)
Positionality and Feminist Science Teacher Research
30(7)
3. Positioning Science Through Oral Histories
37(21)
The Oral Histories
37(1)
Shellie's Oral History: Lisa Karms and the Human Element in Science
38(4)
Laurie's Oral History: Kurt Phillips and the Elitism of Western Science
42(4)
Tracy's Oral History: Patti Ricker and the Political Nature of Science
46(4)
Gene's Oral History: Karen Ross and Weaving the Themes Together
50(4)
Repositioning Chemistry Through Oral Histories
54(4)
4. Learning About Ourselves Inside of Science, Outside of Science
58(17)
Critical Awareness
61(4)
Praxis
65(3)
Moving Relationships
68(4)
Reflections
72(3)
5. Centering Lived Experience
75(15)
To Talk About Juan's Mother or Not
76(4)
Midwives, Science, and Intuitive Scientific Knowledge
80(6)
Transforming Education Through Political Pedagogical Practice
86(4)
6. Revisioning Science Through Lived Experience
90(27)
Learning Science Through Whose Experiences?
91(1)
Twisting Experiences into Science
91(2)
Revisioning Science Through Experience: Gas Laws
93(13)
Positioning Science
106(3)
Political and Social Implications for Positioning Science Through Experience
109(1)
Rereading Lived Experiences for a Liberatory Science Education
110(7)
7. Repositioning the Discourses: Framing a Science for All
117(24)
Implications of Feminist Teacher Research for Knowing in Science Teacher Education
119(1)
The Reflexive Relationships Between Positionality, Teaching and Research in Science Education
119(4)
Schools and Science as Political Sites for Transformative Praxis
123(6)
Reframing a Knowledge Base for Teachers: Positional and Situated Teaching, Knowing and Learning, and Experience
129(4)
Positioning Reform in the Larger Discourses of Power and Possibility
133(2)
Looking Ahead
135(6)
NOTES141(2)
REFERENCES143(8)
INDEX151(5)
ABOUT THE AUTHOR156