Teaching science with homeless children: Pedagogy, representation, and identity

Authors

  • Angela Calabrese Barton

    Corresponding author
    1. Department of Scientific Foundations, 412A Main Hall, Box 210, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027
    • Department of Scientific Foundations, 412A Main Hall, Box 210, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027
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Abstract

In this article, I explore the question of what it means to create a science for all from the vantage point of urban homeless children. I draw on the work of critical and feminist scholars in science and education, as well as my own teaching and research with urban homeless children, to question how inclusive the science education community is in its efforts to understand the margins of science for all. I frame this analysis through the pedagogical questions of representation in science (what science is made to be) and identity in science (who we think we must be to engage in that science). J Res Sci Teach 35: 379–394, 1998.

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