August 30th, 2010 | RESEARCH
Drawing upon critically oriented studies of science literacy and environmental justice, we posit a framework for activism in science education. To make our case, we share a set of narratives on how the River City Youth Club acquired a new green roof. Using these narratives we argue that the ways in which youth describe their accomplishments with respect to the roof reflects a range of subject positions that they carve out and take up over time. These subject positions reveal how activism is a generative process linked to “knowing” and “being” in ways that juxtapose everyday practices with those of science.
Document
(no document provided)
Team Members
Angela Calabrese Barton, Author, University of MichiganEdna Tan, Author, University of North Carolina, Greensboro
Citation
Identifier Type: DOI
Identifier: 10.1080/14926156.2010.504480
Publication: Canadian Journal of Science, Mathematics and Technology Education
Volume: 10
Number: 3
Page(s): 207-222
Funders
Funding Source: NSF
Funding Program: ITEST
Award Number: 0737642
Related URLs
Full Text via ResearchGate
Investigating Green Energy Technologies in the City: A Youth Based Project
Tags
Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Ecology | forestry | agriculture | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs | Summer and Extended Camps