Supplemental Resources
- Banks, J., K. Au, A.F. Ball, P. Bell, E. Gordon, K. Gutiérrez, … and M. Zhou. 2007. Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. LIFE Center. Retrieved from http://www.life-slc.org/docs/Banks_etal-LIFE-Diversity-Report.pdf
- Birmingham, D., and A. Calabrese Barton. 2014. Putting on a green carnival: Youth taking educated action on socioscientific issues. Journal of Research in Science Teaching 51 (3): 286–314.
- Brown, A.L., and J.C. Campione. 1994. Guided discovery in a community of learners. In Classroom lessons: Integrating cognitive theory and classroom practice, ed. K. McGilly, 29–270. Cambridge, Massachusetts: The MIT Press.
- Croft, S.J., M.A. Roberts, and V.L. Stenhouse. 2015. The perfect storm of education reform: High-stakes testing and teacher evaluation. Social Justice, 70–92.
- Greenberg, D. 2017. Why science teachers should care about social justice. i Wonder: Rediscovering School Science 1 (1): 70–73.
- Hall, R., and A.S. Jurow. 2015. Changing concepts in activity: Descriptive and design studies of consequential learning in conceptual practices. Educational Psychologist 50 (3): 173–189.
- Ladson-Billings, G. 1995. Toward a theory of culturally relevant pedagogy. American Educational Research Journal 32 (3): 465–491.
- Ladson-Billings, G. 2006. From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher 35 (7): 3–12.
- Liu, R., and S. Shange. 2018. Toward thick solidarity: Theorizing empathy in social justice movements. Radical History Review 2018 (131): 189–198.
- Mary Robinson Foundation. 2013. Climate justice: An intergenerational approach. Mary Robinson Foundation.
- Miller, E., E. Manz, R. Russ, D. Stroupe, and L. Berland. 2018. Addressing the epistemic elephant in the room: Epistemic agency and the Next Generation Science Standards. Journal of Research in Science Teaching 55 (7): 1053–1075.
- Penuel, W., and P. Bell. 2016. Qualities of a good anchor phenomenon for a coherent sequence of science lessons. STEM Teaching Tools Initiative, Institute for Science + Math Education. Seattle, WA: University of Washington. Retrieved from http://stemteachingtools.org/brief/28
- Yosso, T.J. 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education 8 (1): 69–91.
References
- Bang, M., and S. Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34 (3): 173–193.
- Birmingham, D., A. Calabrese Barton, A. McDaniel, J. Jones, C. Turner, and A. Rogers. 2017. “But the science we do here matters”: Youth‐authored cases of consequential learning. Science Education 101 (5): 818–844.
- Calabrese Barton, A., and E. Tan. 2020. Beyond equity as inclusion: A framework of “rightful presence” for guiding justice-oriented studies in teaching and learning. Educational Researcher 49 (6): 433–440.
- Darling-Hammond, L. 2018. From “separate but equal” to “No Child Left Behind”: The collision of new standards and old inequalities. In Thinking about schools, eds. A. Howley and C. Howley, 419–437. London: Routledge.
- Du Bois, W. E. B. 1903. The souls of black folk.
- Freire, P. 1970. Pedagogy of the oppressed. New Dehli: Penguin Books.
- González, N., L.C. Moll, and C. Amanti. Eds. 2006. Funds of knowledge: Theorizing practices in households, communities, and classrooms. London: Routledge.
- McKinney de Royston, M., and T. Sengupta-Irving. 2019. Another step forward: Engaging the political in learning. Cognition and Instruction, 37, 277–284.
- Medin, D.L., and M. Bang. 2014. Who’s asking?: Native science, Western science, and science education. Cambridge, Massachusetts: MIT Press.
- Mitra, D. L. 2014. Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth. Albany, New York: SUNY Press.
- Morales‐Doyle, D. 2017. Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education 101 (6): 1034–1060.
- Paris, D., and H.S. Alim. Eds. 2017. Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
- Saint-Orens, L., and F. Nxumalo. 2018. Engaging with living waters: An inquiry into children’s relations with a local Austin creek. Journal of Childhood Studies, 68–72.
- Souto-Manning, M., and A. Rabadi-Raol. 2018. (Re)centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education 42 (1): 203–225.