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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ565684
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Response from the Feminist Classroom: A Response To Maralee Mayberry.
Maher, Frances A.
Journal of Research in Science Teaching, v35 n4 p461-62 Apr 1998
Demonstrates, for a nonscience feminist educator, ways in which science and science education can be arenas for liberatory pedagogical practices where socioeconomic power relations can be challenged. The evolution and practice of scientific knowledge itself operates to exploit and oppress people everywhere in the name of a dominant class. (PVD)
Descriptors: Classroom Environment, Critical Theory, Cultural Pluralism, Epistemology, Feminism, Instructional Innovation, Minority Groups, Power Structure, Science Education, Secondary Education, Womens Education
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Collaborative Learning; Poststructuralism
Note: Theme issue: Pedagogies in Science Education. For related articles, see SE 559 825-840.