Abstract
In this chapter, we unpack frameworks of respect and its implications for teaching and learning science in urban settings. By troubling traditional notions of respect focused on absolute power and authority, we construct a framework for understanding respect in classrooms. We put forth the idea of a “practice of respect,” or actions individuals take to publicly appreciate or develop understandings of others and their value. In order to document and describe the relationship between practices of respect and negotiating learning science, we draw upon two exemplars from classroom-based ethnography to describe how practices of respect position individuals in the classroom for differential access to science, and therefore opportunities to succeed in school science and/or to develop positive identities in science.
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Slaton, A., Barton, A.C. (2012). Respect and Science Learning. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_35
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DOI: https://doi.org/10.1007/978-1-4020-9041-7_35
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