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The Science Teacher Volume 89, 2021 - Issue 1: Social Justice in The Science Classroom
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C2ast (Critical and Cultural Approaches to Ambitious Science Teaching)

Jessica ThompsonView further author information
,
Kirsten MawyerView further author information
,
Heather JohnsonView further author information
,
Déana ScipioView further author information
&
April LuehmannView further author information
Pages 58-64 | Published online: 30 Aug 2023

Citations (5)

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Read on this site (1)

Donna L. Ross & Maria Grant. (2022) Studying Collisions: Social Justice in Physics. The Science Teacher 89:4, pages 46-52.
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Articles from other publishers (4)

Jonathan McCausland & Scott McDonald. (2024) White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher. Journal of Research in Science Teaching.
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Gary William Wright, Cesar Delgado & K. Rende Mendoza. (2024) Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching. Journal of Research in Science Teaching.
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Jasmine Nation & Hosun Kang. (2023) “We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry. Journal of Research in Science Teaching 61:4, pages 873-904.
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Jonathan Mccausland & Kathryn M. Bateman. (2023) Bringing the Outside In. The Science Teacher 90:7, pages 70-75.
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