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International Journal of Qualitative Studies in Education Volume 24, 2011 - Issue 3: Using Critical Research for Educational and Social Change
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Articles

Citizenship and social justice in urban science education

Christopher Emdin Department of Mathematics, Science and Technology, Teachers College, Columbia University, Box 210, 525 West 120th Street, New York, NY, 10027, USACorrespondence[email protected]
Pages 285-301 | Received 08 Jun 2010, Accepted 09 Nov 2010, Published online: 13 May 2011

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Read on this site (3)

Emily Lisy. (2023) Teaching Social Justice in the Science Classroom. The Science Teacher 90:6, pages 28-33.
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Pei-Ling Hsu & Yi-Yu Liao. (2022) Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships. International Journal of Science Education, Part B 12:4, pages 345-359.
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Lauren Madden, Susan Eriksson, Nathan Magee, Melissa Chessler & Desaree Gloria Vaughan. (2022) “I Fell in Love with Physics and Wanted to Share that Love with Others:” A Mixed-Methods Analysis of Faculty and Student Perspectives on Choosing to Teach Physics. Journal of Science Teacher Education 33:5, pages 488-508.
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Articles from other publishers (17)

Marcela Bernal-Munera. (2023) A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum. Cultural Studies of Science Education 18:1, pages 41-55.
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Pei-Ling Hsu & Dina Thomason. (2022) High School Students’ Emergent Positions from Science Internships. Education Sciences 12:11, pages 803.
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David Upegui, Julie Coiro, Stefan Battle, Rudolf Kraus & David Fastovsky. (2021) Integration of the Topic of Social Justice into High School Biology Curricula. Science & Education 31:4, pages 923-941.
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Young-Shin Park, Kongju Mun, Yohan Hwang & James Green. (2022) The Development of a STEAM Program about Global Energy with a Focus on Democratic Citizenship. Asia-Pacific Science Education 8:1, pages 149-187.
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Pei-Ling Hsu. (2022) Regulating Emotions through Cogenerative Dialogues to Sustain Student Engagement in Science Internships: A Case Study. Sustainability 14:10, pages 6037.
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Jessica Hernandez, Rachel ScherrAmy D. Robertson. (2021) Redefining Energy Justice in Physics Classrooms. Environmental Justice.
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Nigel Golden, Kadambari Devarajan, Cathleen Balantic, Joseph Drake, Michael T. Hallworth & Toni Lyn Morelli. (2021) Ten simple rules for productive lab meetings. PLOS Computational Biology 17:5, pages e1008953.
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Pei-Ling Hsu. (2019) “It’s the magic circle”! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship. Cultural Studies of Science Education 15:1, pages 75-98.
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Pei-Ling Hsu. (2018) High School Students’ and Scientists’ Experiential Descriptions of Cogenerative Dialogs. International Journal of Science and Mathematics Education 17:4, pages 657-677.
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Pei-Ling Hsu. (2018) Using Cogenerative Dialogs to Improve Science Teaching and Learning: Challenges and Solutions in High School Students’ Internships. Journal of Science Education and Technology 27:6, pages 481-491.
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Pei-Ling Hsu & Yi-Yu Liao. (2018) Using Cogenerative Dialogues to Transform Contradictions in Project-Based Learning. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Pei-Ling Hsu & Penelope Espinoza. (2017) Cultivating constructivist science internships for high school students through a community of practice with cogenerative dialogues. Learning Environments Research 21:2, pages 267-283.
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Christopher Emdin. 2017. Between the World and the Urban Classroom. Between the World and the Urban Classroom 69 81 .
Karen Hammerness, Anna MacPherson & Preeti Gupta. (2016) Developing a Research Agenda Aimed at Understanding the Teaching and Learning of Science at a Natural History Museum. Curator: The Museum Journal 59:4, pages 353-367.
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Brandon Zoras & Larry Bencze. 2014. Activist Science and Technology Education. Activist Science and Technology Education 435 449 .
Nelson Nunez Rodriguez. (2013) RECONCILING LEARNING AND TEACHING STYLES IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS DISCIPLINES THROUGH COGENERATIVE DIALOGUES. Problems of Education in the 21st Century 52:1, pages 105-114.
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Alexandra Schindel Dimick. (2012) Student empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Education 96:6, pages 990-1012.
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