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Ethnography and Education Volume 7, 2012 - Issue 2: Ethnographies of science education: situated practices of science learning for social/political transformation
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Guest introduction

Ethnographies of science education: situated practices of science learning for social/political transformation

Carol B. Brandt Department of Curriculum, Instruction, and Technology Education, Temple University, Philadelphia, PA, USACorrespondence[email protected]
&
Heidi Carlone Department of Curriculum and Instruction, University of North Carolina Greensboro, Greensboro, NC, USA
Pages 143-150 | Published online: 18 Jul 2012
 
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Acknowledgements

The guest editors wish to thank Bob Jeffrey, the editorial board, and special issue reviewers for their comments during several stages of assembling this special issue.

Notes

1. We would be remiss if we did not mention that several ethnographic monographs that have been central to an anthropological approach to science education: Eisenhart and Finkel's (Citation1998) Women's science: Learning and succeeding from the margins and Nespor's (Citation1994) Knowledge in motion: Science, time, and curriculum, in undergraduate physics and management. Recently new ethnographic monographs have been published by Rahm (Citation2010) and Long (Citation2011).

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