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

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Abstract

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.

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References

  • Calabrese Barton, A. (2008, August). Green energy technologies in the city. Annual Report to the National Science Foundation (submitted).

  • Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475. doi:10.3102/00346543076004449.

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  • Roth, W.-M. (Ed.). (in press). Science education from people for people. New York: Routledge.

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Authors and Affiliations

  1. Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA

    Sreyashi Jhumki Basu

  2. Department of Teacher Education, Michigan State University, 116E Erickson Hall, East Lansing, MI, 48824, USA

    Angela Calabrese Barton

Authors
  1. Sreyashi Jhumki Basu
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  2. Angela Calabrese Barton
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Correspondence to Sreyashi Jhumki Basu.

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Basu, S.J., Calabrese Barton, A. Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action. Cult Stud of Sci Educ 4, 387–392 (2009). https://doi.org/10.1007/s11422-008-9155-4

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  • DOI: https://doi.org/10.1007/s11422-008-9155-4

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