Cultural Studies of Science Education

, Volume 4, Issue 2, pp 387–392

Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action


DOI: 10.1007/s11422-008-9155-4

Cite this article as:
Basu, S.J. & Calabrese Barton, A. Cult Stud of Sci Educ (2009) 4: 387. doi:10.1007/s11422-008-9155-4


In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.


PowerPositionalityLearning scienceSociocultural theory

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Sreyashi Jhumki Basu
    • 1
  • Angela Calabrese Barton
    • 2
  1. 1.Steinhardt School of Culture, Education, and Human DevelopmentNew York UniversityNew YorkUSA
  2. 2.Department of Teacher EducationMichigan State UniversityEast LansingUSA