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STEM learning as care work 作为护理工作的 STEM 学习
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10223-5
Katie Headrick Taylor, Jiyoung Lee, Erin Riesland, Mack Ikeru, Leslie Rupert Herrenkohl

In reckoning with anti-Blackness and white hegemony in STEM, this study recommits to critical feminist orientations and explores alternative engagements with STEM education that center “matters of care” where learners are encouraged to build upon their existing values of family and collectivism to reinvigorate rather than disrupt relations with/to community. Our view of STEM learning is informed by feminist critiques of technoscience as well as sociocultural studies of learning in classrooms, homes, and community settings. These models acknowledge and value pluralism, affect, context, esthetics, and the ambivalence of labor/care in STEM learning. Within these frames, our research-practice partnership (RPP, named “STUDIO”) reported on here commits to de-centering the myth of individual accomplishment in out-of-school time (OST) STEM learning by engaging the whole scientist (in the context of their community) while also working across various explanatory frameworks. We explore these commitments through literature, showing how we were informed by extant STEM education research, and also extant critiques. Looking at our programming through a critical feminist lens of care, we found STEM learning in STUDIO to be nourishment for participants, a form of maintenance, and supporting families of choice for youth and adult facilitators. In this paper, we provide examples of these findings, as well as implications for STEM educators working in school and OST contexts.

在反思科学、技术、工程和数学领域的反黑人现象和白人霸权的过程中,本研究重新致力于批判性的女权主义取向,并探索以 "关爱问题 "为中心的科学、技术、工程和数学教育的替代性参与方式,鼓励学习者以现有的家庭和集体主义价值观为基础,重振而不是破坏与社区的关系。我们对 STEM 学习的看法受到了女权主义对技术科学的批判以及对课堂、家庭和社区学习的社会文化研究的启发。这些模式承认并重视多元化、情感、背景、美学以及 STEM 学习中劳动/护理的矛盾性。在这些框架内,我们在此报告的研究与实践伙伴关系(RPP,名为 "STUDIO")致力于在校外时间(OST)STEM 学习中去中心化个人成就的神话,通过让整个科学家(在其社区背景下)参与进来,同时也在各种解释框架内开展工作。我们通过文献来探讨这些承诺,说明我们是如何从现有的 STEM 教育研究和现有的批评中获得启发的。通过女权主义的批判性关怀视角来审视我们的计划,我们发现 STUDIO 中的 STEM 学习对参与者来说是一种滋养,是一种维护,也是对青少年和成人辅导员选择家庭的支持。在本文中,我们将举例说明这些发现,以及对在学校和 OST 环境中工作的 STEM 教育工作者的启示。
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引用次数: 0
Languaging-as-practice in science education: an alternative to metaphors of language-as-tool 科学教育中的语言即实践:语言即工具隐喻的替代方案
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10228-0
Maricela León, Catherine Lemmi, Quentin Sedlacek, Nickolaus Alexander Ortiz, Kimberly Feldman

This commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”

这篇评论提出了科学教育中 "语言即实践 "的隐喻,以替代 "语言即工具 "的隐喻。将语言描述为工具,隐含地将语言定位为静态的、不变的,并假定命名的语言是独特的、有边界的实体。与此相反,将语言运用描述为一种实践,则承认说话者可以通过多种先进的方式,利用其语言库中的许多方面,同时经常跨越已命名语言之间的所谓界限。这种方法以翻译语言理论为基础,提供了在教育环境中对语言的动态理解。它设想学生通过利用其完整的语言组合来构建和表达科学知识。通过倡导这种方法,我们旨在促进承认和利用学生不同语言背景的实践,营造包容和有效的学习环境。虽然这种方法已经在语言教育界获得了一定的认可,但我们认为科学教育界还需要更多的考虑。我们还批判了将语言仅仅视为再现预定科学概念和论述的工具的局限性,提出了一种更为广阔的语言方法,可以增加科学感性认识和知识建构的机会。我们敦促科学教育研究者和实践者改变我们在科学课堂上思考和谈论语言的方式,采用 "语言即实践 "的隐喻并付诸行动。
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引用次数: 0
“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics "作为事业的快乐 "与 "发现事物的快乐": 高等教育工程学和物理学中的次时代性与教育体制
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-09-18 DOI: 10.1007/s11422-024-10219-1
Ronny Kjelsberg

This paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.

本文将讨论 "培养"(Bildung)、"次等"(subalternity)、物理和工程教育等概念,以及这些主题之间的交叉和互动。Bildung 概念的核心是教育公民--社会的积极参与者。与此同时,次边缘群体的一个主要特征是他们的声音在社会中不被听到。因此,如果能将次等群体纳入以 "建构 "为导向的教育中,随着时间的推移,他们的次等地位就会受到挑战,这些群体就能平等地融入社会。本研究通过问卷调查的形式,向 728 名物理学和工程学专业的本科生询问了他们选择教育的动机,以了解在这些领域开展以 "比尔登 "为导向的教育的潜力。通过专题分析对回答进行了分类。正如本文将展示的那样,物理系学生和工科学生的社会背景--阶级结构--差异显著,他们的动机也是如此。这些数据以及以往研究中显示的工人阶级学生对 STEM 学科的倾向性,有助于为这些学生勾勒出通往 Bildung 的可能路径,同时也能提升次等群体的地位,让他们发出自己的声音。
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引用次数: 0
How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education 课堂上的物质性和时空旅行如何为瑞典中学自然科学性教育注入新的活力
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-07-30 DOI: 10.1007/s11422-024-10227-1
Sara Planting-Bergloo, Auli Arvola Orlander

In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education.

在本研究中,我们调查了瑞典自然科学性教育的现象。这些课程倾向于提供事实性知识,关注性行为的负面结果,具有异性恋色彩,很少有时间进行讨论,这与世界上许多学校的性教育一样。本研究旨在为自然科学性教育的新变迁献计献策。巴拉迪德理论被用来探索物质性和时空旅行如何在课堂上挑战通常占主导地位的观点。数据产生于一所中学,包括教师与研究人员的讨论以及课堂上的参与式观察。一个未来主义的案例向学生们介绍了空间、时间和物质,这不仅帮助小组超越了对医学的关注,也使性教育更加以学生为中心。参与活动的教师为 15-16 岁的学生提出了以情欲为导向的想象场景,作为教学中更多预防性信息的切入口。此外,通过使用中性词和代词、练习如何使用安全套和牙套,以及时空旅行探索未来生育和养育子女的可能性,还对理所当然的异性恋前提提出了挑战。在教学中承认空间-时间-物质的内在活动,从而使瑞典自然科学性教育有了新的发展。然而,尽管这项研究表明了如何挑战占主导地位的医学和异性恋观点,但它也揭示了瑞典性教育中文化、宗教、无性和残疾观点的缺失。
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引用次数: 0
Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place 实践社区和提升城市小学教师关于地方批判教学法的话语权
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-07-02 DOI: 10.1007/s11422-024-10221-7
Gail Richmond, Roberta Hunter, Tali Tal, Grace Tukurah

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

生活在资源匮乏社区和就读于资源匮乏学校的儿童理应获得高质量的教师和教育机会,以支持他们的成功和幸福。本研究源于为在此类学校工作的城市教师开展的专业发展(PD)活动,旨在通过户外科学教学为小学生提供更多教育机会。在实践社区(CoP)和地方批判教学法(CPP)的框架下,这项批判性人种学研究调查了城市小学教师如何参与有关地方批判性问题的讨论。此外,本研究还试图了解实践社群如何支持此类讨论。本研究的主要数据是研究人员在春季虚拟培训和夏季面对面培训期间从参与教师那里收集的多组实地笔记。在培训过程中,学员们从以赤字视角看待户外教学空间转变为以资产视角看待户外教学空间。当他们参观彼此的教学点时,教师们所参与的合作项目为他们创造了机会,讨论与他们特定学校社区内的地方问题相关的社会公正问题。城市小学教师将社会公正与地方问题和科学教学联系起来的能力,对于消除美国和其他地方许多城市社区的不公正现象具有重要意义。
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引用次数: 0
Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile 智利初始师范教育规范和课程文件中的科学文化
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-07-02 DOI: 10.1007/s11422-024-10226-2
Francisco Pérez-Rodríguez, Gonzalo R. Guerrero, Sebastián Donoso-Díaz

This article aims to analyze conceptual, epistemological, and didactic perspectives that contribute to the modeling of scientific culture in normative and curricular documents guiding initial teaching education in natural sciences programs in Chile. A qualitative approach was employed, utilizing thematic content analysis to inductively extract codes. These codes were grouped into the following categories: (1) Science literacy, (2) Science for citizenship, (3) Science education, (4) Teacher education and standards, (5) Teaching and learning process, and (6) Epistemological and didactic approaches. These categories provide insights to the modeling of scientific culture from the documents analyzed. The study concludes that the referenced model of scientific culture transcends deficit thinking and simplistic tendencies by incorporating sociocultural aspects, thus offering opportunities for a contextualized scientific education. While the model recognizes multiple cultural dimensions involved in the development of scientific literacy, there are noticeable inconsistencies in the epistemological and didactic aspects, indicating traces of ‘traditional’ visions in cultural and scientific education. Therefore, it is recommended that approaches nurturing the development of southern epistemologies and a scientific culture tailored to local contexts be integrated alongside global trends in teacher education.

本文旨在分析指导智利自然科学专业初始教学教育的规范性文件和课程文件中有助于科学文化建模的概念、认识论和教学观点。本文采用了定性方法,利用主题内容分析来归纳提取代码。这些代码被分为以下几类:(1) 科学素养,(2) 公民科学,(3) 科学教育,(4) 教师教育和标准,(5) 教学过程,(6) 认识论和教学方法。这些类别从所分析的文件中为科学文化的建模提供了启示。研究得出的结论是,参考的科学文化模式超越了缺陷思维和简单化倾向,纳入了社会文化的方方面面,从而为因地制宜的科学教育提供了机会。虽然该模式承认科学素养发展涉及多个文化层面,但在认识论和教学方面存在明显的不一致,表明文化和科学教育中存在 "传统 "观点的痕迹。因此,建议将培养南方认识论和适合当地情况的科学文化的方法与师范教育的全球趋势结合起来。
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引用次数: 0
Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor 有时,我仍然不认为自己是一名计算机科学家:作为拉丁裔本科生和青年导师的计算机科学身份谈判
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-05-18 DOI: 10.1007/s11422-024-10224-4
Gislaine Martinez-Campa, Meredith Kier

This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine’s written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine’s intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine’s counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine’s transformative approaches to mentoring students in CS. Gislaine’s narratives emphasize the importance of humanizing CS and leveraging students’ strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices.

本研究提出了第一作者 Gislaine 的反叙述,她是第一代本科生,拉丁裔,主修计算机科学。Gislaine 参加了由第二作者 Meredith 领导的研究实习和 STEM 导师计划。通过这个项目,Gislaine 在为期 8 天的城市暑期学校项目中,为主要是低收入的非裔美国中学生设计并教授了 CS 课程。通过分析 Gislaine 关于她学习 CS 的历程的书面记录、计划文件以及她指导青少年的日常经历的书面反思,我们探讨了 Gislaine 相互交织的社会身份如何塑造了她作为 CS 学习者和青少年导师的经历。Gislaine 的反叙述揭示了学校和 CS 领域存在的压迫制度,同时也强调了 Gislaine 指导 CS 学生的变革性方法。Gislaine 的叙述强调了将 CS 人性化和利用学生的优势来促进公平接受 CS 教育的重要性。通过她的经历,她强调了认识和解决系统性障碍的重要性,同时还倡导包容性和赋权的教育实践。
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引用次数: 0
Cultural semiotic resources in young children’s science drawings 幼儿科学绘画中的文化符号资源
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-05-13 DOI: 10.1007/s11422-024-10214-6
Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins

This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.

本研究旨在探索幼儿利用科学课堂中的视觉文化符号资源所传达的意义。本研究是一项个案研究,研究对象是一个幼儿教育班级中的 23 名儿童(3-4 岁)和他们的老师,他们都参与了一个关于蜗牛的长期科学项目。我们重点分析了孩子们相隔一个月创作的两组蜗牛图画,并通过两个互补的视角进行了研究:内容比较和社会符号学。研究结果表明,在接受正规学校教育的第一年,儿童获得了一系列与他人交流的符号资源,这些资源是课堂文化的一部分,而不是明确传授的。儿童利用这些资源通过科学绘画构建复杂的含义,突出他们认为重要的内容,并考虑到不同的模式和类别。这些结果表明,支持幼儿绘画任务以及提供讨论和解释表象的机会非常重要。本研究在方法论上的一个贡献是在分析儿童绘画时将两个互补的重点结合起来,从而能够对他们的学习和意义建构能力进行细致入微的研究。
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引用次数: 0
Treading carefully: the environment and political participation in science education 小心翼翼:科学教育中的环境与政治参与
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-04-27 DOI: 10.1007/s11422-024-10215-5
Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.

政治与科学密不可分,尤其是在气候紧急状况和其他环境危机方面,但科学教育却往往是一个被忽视的参与环境问题政治层面的场所。本研究探讨了在公民空间日益受阻的背景下,英格兰的科学教师如何在学校科学中体验与环境相关的政治,特别是政治参与。本研究通过对 11 名科学教师进行的有理论依据的深度访谈,分析了他们在环境问题上的政治参与经验。我们发现,政治主要是通过学生发起的非正式对话而非教师计划的方式进入科学课堂的。在有计划的情况下,重点是个人、潜在的政治(公民)参与,而不是明显的政治参与。我们认为,这是 "后政治 "条件下的一种症状,并呼吁为讨论学校科学中不同形式政治参与的优势和局限性创造一个更加有利的环境。
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引用次数: 0
The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education 在土著科学教育中,与土地和地方共同学习/在土地和地方上学习/从土地和地方学习,同时尊重互惠的重要性
IF 1.2 4区 教育学 Q2 CULTURAL STUDIES Pub Date : 2024-03-19 DOI: 10.1007/s11422-023-10205-z
Stephany RunningHawk Johnson

Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular. In contemporary schools, we, as educators, need to focus on place-based knowledges and the concept of reciprocity as being important to the learning, identities, and well-being of our Indigenous students. This is challenging because western science education often attempts to be objective, which removes context and creates barriers for Indigenous students. For this study, I worked with eight students and two faculty in an Environmental Science program at a small, private, 4-year university in the Pacific Northwest of the USA. I employed a qualitative design, consisting mainly of interviews, observations, case studies, and the sharing of stories with students and their instructors. My participants highlighted many important aspects of Indigenous science learning, learning focused on decolonization and sovereignty, and the role reciprocity plays in their lives and their educational motivation. I focus on three themes that emerged from this work: one, that land-based and place-based education, is critical for Indigenous students; two, that reciprocity must be included in how we educate our Indigenous students; and three, that decolonizing science education will include supporting both place-based learning and reciprocity.

原住民的教育和为原住民提供的教育需要关注和尊重以土地和地方为基础的联系、我们个人和集体的责任、互惠和关系等肯定生命的概念。在当今的学校环境中,重新定义 "成功 "的含义以及支持原住民的身份对于教学,特别是科学教育至关重要。在当代学校中,作为教育工作者,我们需要关注以地方为基础的知识和互惠概念,因为这对土著学生的学习、身份认同和福祉非常重要。这具有挑战性,因为西方科学教育往往试图做到客观,这就消除了背景,给土著学生造成了障碍。在这项研究中,我与美国西北太平洋地区一所四年制小型私立大学环境科学专业的八名学生和两名教师进行了合作。我采用了定性设计,主要包括访谈、观察、案例研究以及与学生及其导师分享故事。我的参与者强调了土著科学学习的许多重要方面,学习的重点是非殖民化和主权,以及互惠在他们的生活和教育动机中所扮演的角色。我将重点放在从这项工作中产生的三个主题上:第一,基于土地和地方的教育对土著学生至关重要;第二,互惠必须纳入我们教育土著学生的方式中;第三,非殖民化科学教育将包括支持基于地方的学习和互惠。
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引用次数: 0
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Cultural Studies of Science Education
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