Liberatory Science Education: Weaving Connections Between Feminist Theory and Science Education

References

• American Association for the Advancement of Science. 1989. Science for all Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics and Technology. Washington, DC.
   Google Scholar
• Anderson, C. 1991. Policy implications of research on science teaching and teachers’ knowledge. In Teaching academic subjects to diverse learners, ed. M. Kennedy, 5–30. New York: Teachers College Press.
   Google Scholar
• Barton, A., and E. Oren. 1993. Science, feminism and graduate education: Weaving new boundaries. A paper presented at the Journal of Curriculum Theory Conference, 24 October, Dayton, Ohio.
   Google Scholar
• Bleier, R. 1986. Feminist approaches to science. New York: Pergamon Press.
   Google Scholar
• Connel. 1988. Making the difference: Schools, families and social division. Sydney, Australia: George Allen and Unwin.
   Google Scholar
• Delpit, L. 1988. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review 58(3): 280-298.
   Google Scholar
• Edwards, D., and N. Mercer. 1987. Common knowledge: The development of understanding in the classroom. London: Methuen.
   Google Scholar
• Ellsworth, E. 1989. Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59 (3): 297–324.
   Google Scholar
• Foucault, M. 1980. Michel Foucault, power/knowledge: Selected interviews and other writings 1972–1977. Translated and edited by C. Gordon, L. Marshall, J. Mephan, and K. Soper. New York: Pantheon Books.
   Google Scholar
• Freire, P. 1971. Pedagogy of the oppressed. New York: Harper and Row.
   Google Scholar
• Gaskell, J. 1992. Gender matters from school to work. London: Open Press.
   Google Scholar
• Geuss, R. 1981. The idea of a critical theory: Habermas and the Frankfurt School. Cambridge: Cambridge University Press.
   Google Scholar
• Giroux, H. 1988. Border pedagogy in the use of postmodernism. Journal of Education 20(3): 162–181.
   Google Scholar
• Giroux, H., and P. McLaren. 1994. Between borders: Pedagogy and the politics of cultural studies. New York: Routledge.
   Google Scholar
• Gore, J. 1993. The struggle for pedagogies: Critical and feminist discourse as regimes of truth. New York: Routledge.
   Google Scholar
• Grundy, S. 1987. Curriculum: Product or praxis. London: Falmer Press.
   Google Scholar
• Habermas, J. 1972. Knowledge and human interests. London: Heinemann.
   Google Scholar
• Harding, S. 1986. The science question in feminism. Ithaca, NY: Cornell University Press.
   Google Scholar
• Harding, S. 1991. Whose science? Whose knowledge? Thinking from women’s lives. Ithaca, NY: Cornell University Press.
   Google Scholar
• Harlen, W. 1989. Education for equal opportunities in a scientifically literate society. International Journal of Science Education 11(2): 125–134.
   Google Scholar
• hooks, b. 1990. Yearning: Race, gender and cultural politics. Boston: South End Press.
   Google Scholar
• Hubbard, R. 1990. The politics of women’s biology. New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Kahle, J. 1985. Retention of girls in science: Case studies of secondary teachers. In Women in Science, ed. J. B. Kahle, 49–76. Philadelphia, PA: Falmer Press.
   Google Scholar
• Kahle, J., and J. Meece. 1994. Research on girls in science lessons and applications. In Handbook of research in science teaching and learning, ed. D. Gabel, 542–556. Washington, DC: National Science Teachers Association.
   Google Scholar
• Keller, E. F. 1985. Reflections on gender and science. New Haven, CT: Yale University Press.
   Google Scholar
• Kelly, A. 1985. The construction of masculine science. British Journal of Sociology of Education 6(2): 133–153.
   Google Scholar
• Lather, P. 1991. Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
   Google Scholar
• Lemke, J. L. 1990. Talking science: Language, learning, and values. Norwood, NJ: Ablex.
   Google Scholar
• Longino, H. 1989. Can there be a feminist science? In Science and feminism, ed. N. Tuana, 45–57. Bloomington: Indiana University Press.
   Google Scholar
• Lugones, M., and E. Spelman. 1992. Have we got a theory for you! Feminist theory,
   Google Scholar
• cultural imperialism and the demand for “the woman’s voice.” In Feminist philosophies, ed. J. Kournay, J. Sterba, and R. Tong, 378–390. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Luttrell, W. 1993. The teachers, they all had their pets: Concepts of gender, knowledge and power. Signs 18(3): 505–546.
   Google Scholar
• MacDonald, J., and S. MacDonald. 1988. Gender, values and curriculum. In Contemporary curriculum discourses, ed. W. Pinar. Scottsdale, AZ: Gorsuch Scarisbrick.
   Google Scholar
• MacIntosh, P. 1980. Feeling like a fraud. Stone Center Occasional Paper. Center for Research on Women. Wellesley College, Wellesley, MA.
   Google Scholar
• Maher, F., and M. Tetreault. 1993. Doing feminist ethnography: Lessons from a feminist classroom. Qualitative Studies in Education 6(1): 19–32.
   Google Scholar
• Matyas, M. 1985. Factors affecting female achievement and interest in science and in scientific careers. In Women in Science, ed. J. B. Kahle, 27–48. Philadelphia, PA: Falmer Press.
   Google Scholar
• McLaren, P. 1989. Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
   Google Scholar
• Mullis, I., and L. Jenkins. 1988. The science report card: Elements of risk and recovery, Report no. 17-S-01. Princeton, NJ: Educational Testing Service.
   Google Scholar
• Ogawa, M. 1986. Towards a new rationale of science education in a nonwestern society. European Journal of Science Education 83(2): 113–119.
   Google Scholar
• Osborne, M. 1994. Teaching: Knowing and learning. Paper presented at the annual American Education Research Association Meeting, 5 April, New Orleans, Louisiana.
   Google Scholar
• Osbourne, R., and F. Freyberg. 1985. Learning in science: The implications for children’s science. Birkenhead, Aukland: Heinemann.
   Google Scholar
• Patthey-Chavez, G. 1993. High school as an arena for cultural conflict and acculturation for Latino Angelinos. Anthropology and Education Quarterly 24(1): 33–60.
   Google Scholar
• Rich, A. 1979. On lies, secrets and silence. New York: W. W. Norton.
   Google Scholar
• Rosebery, A., B. Warren, and F. Conant. 1990. Appropriating scientific discourse: Findings from language minority classrooms. Technical Report. Cambridge, MA: Bolt Beranek and Newman.
   Google Scholar
• Shor, I. 1980. Critical teaching in everyday life. Boston: South End Press.
   Google Scholar
• Shor, I. 1988. Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Boyton/Cook.
   Google Scholar
• Smail, B. 1985. An attempt to move mountains: The girls into science and technology (GIST) project. Journal of Curriculum Studies 17(3): 351–354.
   Google Scholar
• Spender, D., and E. Sarah. 1980. Learning to lose: Sexism and education. London: Women’s Press.
   Google Scholar
• Weedon, C. 1987. Feminist practice and poststructural theory. Oxford: Basil Blackwell.
   Google Scholar
• Weiler, K. 1988. Women teaching for change: Gender, class, and power. South Hadley, MA: Bergen and Garvey.
   Google Scholar
• Weiler, K. 1991. A feminist pedagogy of difference. Harvard Educational Review 61(4): 449–474.
   Google Scholar
• Whyte, J. 1986. Girls into science and technology. London: Routledge and Kegan Paul.
   Google Scholar
• Wilson, S., and G. Sykes. 1989. Toward better teacher preparation and certification. In Historical literacy: The case for history in American education, ed. P. Gagnon and the Bradley Commission on the History of Schools, 268–286. New York: Macmillan.
   Google Scholar
• Young, D., and B. Fraser. 1994. Gender differences in science achievement. Journal of Research in Science Teaching 31(8): 857–871.
   Google Scholar