Skip to main content
SpringerLink
Log in

Multi-paradigmatic research design spaces for cultural studies researchers embodying postcolonial theorising

  • Editorial
  • Published:
Cultural Studies of Science Education Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Cupane, A. F. (2008). Towards a culture sensitive pedagogy of physics teacher education in Mozambique. Doctoral dissertation, Curtin University of Technology, Australia.

  • de Afonso, E. Z. F. A. (2007). Developing a culturally inclusive philosophy of science teacher education in Mozambique. Doctoral dissertation, Curtin University of Technology, Australia.

  • Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Kathmandu University. (2008). Developing culturally contextualized curricular materials for lower secondary school mathematics focusing on the local practices of women and girls in disadvantaged communities. Kathmandu, Nepal: UNESCO.

    Google Scholar 

  • Kawasaki, K. (2007). Towards worldview education beyond language-culture incommensurability. International Journal of Science and Mathematics Education, 5, 29–48. doi:10.1007/s10763-005-9023-6.

    Article  Google Scholar 

  • Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago, IL: The University of Chicago Press.

    Google Scholar 

  • Luitel, B. C., & Taylor, P. C. (2008). Globalization, ecological consciousness and curriculum as montage: A vision for culturally contextualized mathematics education. Paper presented at the annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Maseru, Lesotho.

  • Morrell, A., & O’Connor, M. A. (2002). Introduction. In E. V. O’Sullivan, A. Morrell, & M. A. O’Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (p. xvii). New York, NY: Palgrave.

    Google Scholar 

  • Paul, J. L., & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71, 525–547. doi:10.3102/00346543071004525.

    Article  Google Scholar 

  • Taylor, P. C., & Wallace, J. (Eds.). (2007). Contemporary qualitative research: Exemplars for science and mathematics educators. Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3–21). Washington: AAAS Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University of Technology, GPO Box U1987, Perth, WA, 6845, Australia

    Peter Charles Taylor

Authors
  1. Peter Charles Taylor
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter Charles Taylor.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Taylor, P.C. Multi-paradigmatic research design spaces for cultural studies researchers embodying postcolonial theorising. Cult Stud of Sci Educ 3, 881–890 (2008). https://doi.org/10.1007/s11422-008-9140-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11422-008-9140-y

Keywords

Search

Navigation