Teaching Science for Social Justice

How might science education reflect the values of a socially just and democratic society? How do urban youth living in poverty construct science in their lives in ways that are enriching, empowering, and transformative? Using a combination of in-depth case studies and rigorous theory, this volume:

• Offers a series of teaching stories that describes youth’s practices of science, providing valuable insight to help teachers work with inner-city youth.
• Explores the importance of inclusiveness, membership rules, and the purposes and goals of good science, including utility, pragmatism, and doing good for others.
• Shows how science connects to the lives of youth both in and out of school.
• Builds on and critiques current reform initiatives in science education.
• Features stories taken from six years of teaching and research in after-school science programs with children and youth in homeless shelters.
• Illustrates how the children’s unique situations framed their constructions of science in compelling and challenging ways.

Angela Calabrese Barton is an associate professor of science education at Teachers College, Columbia University and the author of Feminist Science Education, Jason L. Ermer is a math and computer science educator in the Kealing Junior High School Magnet Program in Austin, Texas, Tanahia A. Burkett is an elementary school teacher in the New Orleans Parish public schools, and Margery D. Osborne is an associate professor of science education at the University of Illinois at Urbana–Champaign.