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ERIC Number: EJ989868
Record Type: Journal
Publication Date: 2012-Nov
Pages: 23
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0036-8326
Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education
Dimick, Alexandra Schindel
Science Education, v96 n6 p990-1012 Nov 2012
Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social justice science education in classroom settings. I utilize this framework to analyze the case study of a high school environmental science classroom in the United States where the teacher and students created environmental action projects that were relevant to their community. I examine how social, political, and academic empowerment were or were not enacted within the classroom and argue for educators to give heed to all three simultaneously to mediate student empowerment while working toward social justice science education. (Contains 1 table and 8 footnotes.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States