Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality
Author:
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Subject
Cultural Studies
Link
https://link.springer.com/content/pdf/10.1007/s11422-022-10131-6.pdf
Reference69 articles.
1. Achinstein, B., & Ogawa, R. T. (2012). New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13(1), 1–39. https://doi.org/10.1007/s10833-011-9165-y
2. Avraamidou, L. (2014). Tracing a beginning elementary teacher’s development of identity for science teaching. Journal of Teacher Education, 65(3), 223–240. https://doi.org/10.1177/0022487113519476
3. Avraamidou, L. (2019). Stories we live, identities we build: How are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education, 14(1), 33–59. https://doi.org/10.1007/s11422-017-9855-8
4. Avraamidou, L. (2020). Science identity as a landscape of becoming: Rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education, 15(2), 323–345. https://doi.org/10.1007/s11422-019-09954-7
5. Ayres, L., Kavanaugh, K., & Knafl, K. A. (2003). Within-case and across-case approaches to qualitative data analysis. Qualitative Health Research, 13(6), 871–883. https://doi.org/10.1177/1049732303013006008
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1. Intersecting identities and the transformative experiences of a beginning science teacher;Cultural Studies of Science Education;2023-02-09
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