Knowing Our Place: Critical Multicultural Science Education

Show simple item record Stewart, Georgina en
dc.contributor.editor May, S en
dc.contributor.editor Sleeter, C en 2012-02-14T22:05:18Z en 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 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 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 New York en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.elements-id 153083 en
dc.relation.isnodouble 16380 * Education and Social Work en Te Puna Wananga en
pubs.record-created-at-source-date 2010-09-27 en

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