Teaching Science in Diverse Settings Marginalized Discourses and Classroom Practice

The Editors: Angela Calabrese Barton is Associate Professor at Teachers College, Columbia University. Her research interests include: science teaching and teacher education in poor, urban settings; feminist theory and science education; and homelessness and education. Her publications include Feminist Science Education (1998) and articles in the Journal of Teacher Education; Cybernetics and Human Knowing; Theory into Practice; Educational Policy; Journal of Research in Science Teaching; and the Journal of Curriculum Inquiry. Margery D. Osborne is Associate Professor in the Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign. Her research focuses on issues of reflective practice, «scientific literacy for all,» and feminist science teaching. Her publications include Constructing Knowledge in the Elementary School Science Classroom: Teachers and Students (1999) and articles in Cybernetics and Human Knowing; Theory into Practice; Journal of Research in Science Teaching; Radical Teacher; and the Journal of Curriculum Inquiry.