Teaching Science with Homeless Children: Pedagogy, Representation, and Identity

  • Barton A
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Abstract

Explores what it means to create a science for all from the perspective of urban homeless children. Draws on the work of critical and feminist scholars in science and education as well as on teaching and research to question how inclusive the science education community is in its efforts to understand the margins of science for all. Contains 44 references. (Author/PVD)

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