dc.contributor.author |
Stewart, Georgina |
en |
dc.contributor.editor |
May, S |
en |
dc.contributor.editor |
Sleeter, C |
en |
dc.date.accessioned |
2012-02-14T22:05:18Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.citation |
In Critical Multiculturalism: From theory to praxis. Editors: May S, Sleeter C. 151-162. Routledge, New York 2010 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/11278 |
en |
dc.description.abstract |
Introduction Multiculturalism has made less progress in science education compared with other curriculum areas, reflecting the abyss separating science and culture, and the adherence of school science to a traditional disciplinary view of the curriculum and the canonical science knowledge therein (Duschl, 1985). The nature of science knowledge, purposely aiming to exclude human dimensions such as aesthetics or history, precludes the options available for multicultural reform of the curriculum found in other subjects such as the arts, social studies, or English ... |
en |
dc.publisher |
Routledge |
en |
dc.relation.ispartof |
Critical Multiculturalism: From theory to praxis |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Knowing Our Place: Critical Multicultural Science Education |
en |
dc.type |
Book Item |
en |
pubs.begin-page |
151 |
en |
dc.rights.holder |
Copyright: Routledge |
en |
pubs.end-page |
162 |
en |
pubs.place-of-publication |
New York |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.elements-id |
153083 |
en |
dc.relation.isnodouble |
16380 |
* |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Te Puna Wananga |
en |
pubs.record-created-at-source-date |
2010-09-27 |
en |