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Full-Text Articles in Education
“Scientists Can’T Really Talk To People”: Unpacking Students’ Metacommentary On The Racialized And Gendered Science Nerd Trope, Sarah K. Braden
“Scientists Can’T Really Talk To People”: Unpacking Students’ Metacommentary On The Racialized And Gendered Science Nerd Trope, Sarah K. Braden
Teacher Education and Leadership Faculty Publications
Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students’ metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers’ classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces.
Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steve P. Camicia
Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steve P. Camicia
Teacher Education and Leadership Faculty Publications
Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and …
One Adolescent's Construction Of Native Identity In School: "Speaking With Dance And Not In Words And Writing", Amy Wilson-Lopez, M. D. Boatright
One Adolescent's Construction Of Native Identity In School: "Speaking With Dance And Not In Words And Writing", Amy Wilson-Lopez, M. D. Boatright
Teacher Education and Leadership Faculty Publications
This case study describes how one eighth-grade student, Jon, asserted Native identities in texts as he attended a middle school in the western United States. Jon--a self-described Native American, Navajo, and Paiute with verified Native ancestry--sought to share what he called his Native culture with others in his school wherein he was the only Native American, despite his perception that schools have historically suppressed this culture. To study how the texts that Jon designed in school may have afforded and constrained the expression of Native identities, the authors collected three types of data over the course of eight months: (a) …