Teaching Science for Social Justice

Acknowledgments ix 1. Overview: Youth Lives and Youth Science 1(18) The Tunnel 1(5) Why Use Youth Stories to Make a Case for Urban Science Education? 6(4) Learning in Context 10(6) Looking Ahead: The Stories in This Text 16(3) 2. Learning with Urban Youth 19(27) The Contradictions of Doing Science in and out of School: Kobe's Story 19(4) Science for All: The Issues That Divide 23(11) A Practice of Science in Urban Settings 34(8) Applying a Practice of Science Perspective to Our Work with Urban Youth 42(1) Looking Ahead 43(3) 3. Living in the Borderland 46(20) Introduction: Worlds Apart 47(2) Living Within the Margins 49(2) Margin-Center Separation: Claudia's and Juan's Stories 51(1) Claudia 51(6) Juan 57(4) Using the Margins for Strength 61(3) Looking Ahead 64(2) 4. Power and Co-opting Science Spaces 66(27) Power and Co-opting Science Spaces 67(1) Power and Resistance 68(3) Power and Science Education 71(1) Junior 72(5) Iris 77(4) Disrupting Power Through Science 81(7) Co-opting Science Spaces 88(3) Looking Ahead 91(2) 5. Relevant Science: Activating Resources in Nonstandard Ways 93(27) The Beginnings of a Picnic Table 93(4) Relevant Science 97(1) Ruben and the Picnic Table 98(5) Relevant Science and the Picnic Table 103(1) New Forms of Expert Knowledge, Skills, and Capabilities 104(9) Authorship as a Community Practice 113(3) Relevant Science 116(2) Looking Ahead 118(2) 6. Transformations: Science as a Tool for Change 120(18) Getting to Know Darkside 120(6) Darkside and the Community Garden 126(1) Transformations 127(8) Looking Ahead 135(3) 7. Building Communities in Support of Youth's Science Practices 138(20) Community and Science Among Homeless Youth 139(5) Building Science Communities in Support of Youth Lives and Practices of Science 144(9) Community, Science Education, and Urban Youth 153(3) Looking Ahead 156(2) 8. Empowering Science Education and Youth's Practices of Science 158(13) Building a Socially Just World 158(2) Looking Across the Themes That Frame Youth's Practices of Science 160(2) Questioning the Future 162(5) Looking Ahead: Why Science Education? 167(4) Appendix A: Data on Target Children 171(2) Appendix B: Child Study Framework 173(4) Notes 177(2) References 179(8) Index 187(10) About the Authors 197