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Archer Louise Calabrese Barton Angela M. Dawson Emily Godec Spela Mau Ada Patel Uma 《Cultural Studies of Science Education》2022,17(2):405-438
Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,... 相似文献
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Archer Louise Nomikou Effrosyni Mau Ada King Heather Godec Spela DeWitt Jennifer Dawson Emily 《Cultural Studies of Science Education》2019,14(3):723-751
Cultural Studies of Science Education - This paper draws on Judith Butler’s concepts of intelligibility and identity as performance to make sense of enactments of ‘subaltern’... 相似文献
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This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed. 相似文献
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Jennifer DeWitt Louise Archer Ada Mau 《International Journal of Science Education》2016,38(16):2431-2449
As concerns about participation rates in post-compulsory science continue unabated, considerable research efforts have been focused on understanding and addressing the issue, bringing various theoretical lenses to bear on the problem. One such conceptual lens is that of ‘science capital’ (science-related forms of social and cultural capital), which has begun to be explored as a tool for examining differential patterns of aspiration and participation in science. This paper continues this line of work, attempting to further refine our conceptualisation of science capital and to consider potential insights it might offer beyond existing, related constructs. We utilise data from two surveys conducted in England as part of the wider Enterprising Science project, a broader national survey and a more targeted survey, completed by students from schools generally serving more disadvantaged populations. Logistic regression analyses indicated that science capital was more closely related than cultural capital to science aspirations-related outcome variables. In addition, further analyses reflected that particular dimensions of science capital (science literacy, perceived transferability and utility of science, family influences) seem to be more closely related to anticipated future participation and identity in science than others. These patterns held for both data sets. While these findings are generally in alignment with previous research, we suggest that they highlight the potential value of science capital as a distinct conceptual lens, which also carries particular implications for the types of interventions that may prove valuable in considering ways to address disparities in science engagement and participation. 相似文献
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Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of ‘preserving’ or ‘maintaining’ ‘traditional’ culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be ‘successful’ (or not) in their efforts to make pupils feel ‘more Chinese’. 相似文献
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Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 60 of their British-Chinese pupils. Findings demonstrate that British-Chinese pupils overwhelmingly see the purpose of these schools as perpetuating the mother tongue. They produced a variety of explanations for the benefit of this perpetuation, and we analyse how these fall under two themes: instrumental benefits, and identity. In elaborating these themes we focus particularly on the ways in which language was constructed as identity, and draw out some theoretical implications for thinking around identity and ‘culture’. 相似文献
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