Abstract
This essay reviews the contribution of Rowhea Elmesky in this volume, to the field of research in science education, and places it in the context of the juncture of youth disengagement with science, multicultural education and globalisation, with an underlay of a historical context and critiques of science education from feminist and postcolonial perspectives.
Similar content being viewed by others
References
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.
Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337–355.
Aikenhead, G., & Jegede, O. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36, 269–287.
Banks, J., & Banks, C. (Eds.). (1995). Handbook of research on multicultural education. New York: Macmillan.
Bencze, J. L. (2000). Democratic constructivist science education: Enabling egalitarian literacy and self-actualization. Journal of Curriculum Studies, 32, 847–865.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood.
Brickhouse, N. (1994). Bringing in the outsiders: Reshaping the sciences of the future. Journal of Curriculum Studies, 26, 401–416.
Calabrese Barton, A. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899–917.
Calabrese Barton, A., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of Learning Sciences, 19, 187–229.
Carter, L. (2003). Using postcolonialism to (re)read science education. Qualitative Research Journal, 3(2), 33–45.
Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42, 561–580.
Chigeza, P. & Whitehouse, H. (2010). Australian Torres Strait Island students negotiate learning secondary school science in standard Australian English: A tenative case for also teaching and assessing in Creole. In D. J. Tippins, M. P. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education and indigenous knowledge systems (pp. 415–437). Dordrecht: Springer.
Elmesky, R. (2005). “I am science and the world is mine”: Embodied practices as resources for empowerment. School Science and Mathematics, 105, 335–342.
Elmesky, R. (2011). Rap as a roadway: Creating creolized forms of science in an era of cultural globalization. Cultural Studies of Science Education, 6. doi:10.1007/s11422-009-9239-9.
Emdin, C. (2010). Affiliation and alienation: Hip-hop, rap, and urban science education. Journal of Curriculum Studies, 42, 1–25.
Fensham, P. J. (1988). Familiar but different: Some dilemmas and new directions in science education. In P. Fensham (Ed.), Developments and dilemmas in science education (pp. 1–26). London: Falmer.
Fensham, P. J. (2008). Science education policy-making: Eleven emerging issues. Paris: UNESCO. Accessed at http://unesdoc.unesco.org/images/0015/001567/156700e.pdf.
Galeforce Strategic Marketing. (1997). Science and technology. Melbourne: Unpublished survey for the Victorian Department of Education.
Gardner, P. (1971). Words in science. Melbourne: Australian Science Education Project.
Goonatilake, S. (1984). Aborted discovery: Science and creativity in the third world. London: Zed Books.
Gough, A. (1998). Beyond Eurocentrism in science education: Promises and problematics from a feminist poststructuralist perspective. In W. F. Pinar (Ed.), Curriculum: Toward new identities (pp. 185–209). New York: Garland.
Gough, A. (1999). Kids don’t like wearing the same jeans as their mums and dads: So whose ‘life’ should be in significant life experiences research? Environmental Education Research, 5, 383–394.
Gough, A. (2008a). Addressing the science in schools crisis: Media images, scientific literacy and students’ lives. Refereed papers from the 2007 Annual Conference of the Australian Association for Research in Education, Fremantle, W.A.. Accessed at http://www.aare.edu.au/07pap/gou07262.pdf.
Gough, A. (2008b). Towards more effective learning for sustainability: reconceptualising science education. Transnational Curriculum Inquiry, 5, 32–50. Accessed at http://nitinat.library.ubc.ca/ojs/index.php/tci/article/viewFile/90/269
Gough, N. (2008). All around the world: Science education, constructivism and globalization. In B. Atweh, et al. (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 39–55). Dordrecht: Springer.
Green, B., & Bigum, C. (1993). Aliens in the classroom. Australian Journal of Education, 37, 119–141.
Gross, P., & Levitt, N. (1994). Higher superstition: The academic left and its quarrels with science. Baltimore/London: The Johns Hopkins University Press.
Harding, S. (Ed.). (1993). The “racial” economy of science: Toward a democratic future. Bloomington: Indiana University Press.
Hodson, D. (2002). Some thoughts on scientific literacy: motives, meanings and curriculum implications. Asia-Pacific Forum on Science Learning and Teaching, 3(1). Accessed at www.ied.edu.hk/apfslt/ on 1 August 2010.
Jenkins, E. (2007). School science: A questionable construct? Journal of Curriculum Studies, 39, 265–282.
Key, S. G. (2003). Enhancing the science interest of African American students using cultural inclusion. In S. M. Hines (Ed.), Multicultural science education: Theory, practice and promise (pp. 87–101). Peter Lang: New York.
Lemke, J. (1982). Classroom communication of science. Report to NSF/RISE: SED R79-18961.
Mooney, T. (1982). Easy travel to other planets. London: Jonathan Cape.
Namenwirth, M. (1986). Science seen through a feminist prism. In R. Bleier (Ed.), Feminist approaches to science (pp. 18–41). New York: Pergamon.
Ninnes, P. (2003). Rethinking multicultural science education: Representations, identities and texts. In S. M. Hines (Ed.), Multicultural science education: Theory, practice and promise (pp. 167–186). New York: Peter Lang.
Ogbu, J. (1990). Minority education in comparative perspective. Journal of Negro Education, 59(10), 45–55.
Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of children’s science. Auckland: Heinemann.
Roth, W.-M. (2008). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Cultural Studies of Science Education, 3, 891–916.
Schaefer, G. (1979). Concept formation in biology: The concept of “growth”. European Journal of Science Education, 1, 4–19.
Shiva, V. (1989). Staying alive: Women, ecology and development. London: Zed Books.
Sjøberg, S. & Schreiner, C. (2005). Young people and science: Attitudes, values and priorities. Evidence from the ROSE project. Presentation at the EU Science and Society Forum, Brussels, 8–11 March.
Snively, G. J. & William, L. B. (2008). “Coming To Know”: Weaving aboriginal and western science knowledge, language, and literacy into science classroom. L1—Educational Studies in Language and Literature, 8, 109–133.
Tytler, R. (2007). Re-imagining science education: Engaging students in science or Australia’s future. Australian Education Review No. 51. Camberwell, Victoria: ACER Press.
Unterhalter, E., & Samson, M. (1998). Unpacking the gender of global curriculum in South Africa. San Diego, April: Paper presented at the AERA Annual Meeting.
Wilson, B. (1981). Cultural contexts of science and mathematics education: A bibliographic guide. Leeds: Centre for Studies in Science Education, University of Leeds.
World Conference on Science and Technology Education. (2007). Perth Declaration on Science and Technology Education. Accessed at www.acsso.org.au/AED070731.pdf on 24 July 2010.
Author information
Authors and Affiliations
Corresponding author
Additional information
This is a review essay of R. Elmesky, Rap as a roadway: Creating creolized forms of science in an era of cultural globalization. Cultural Studies of Science Education .
Rights and permissions
About this article
Cite this article
Gough, A. (W)rapping relationships between science education and globalisation. Cult Stud of Sci Educ 6, 77–88 (2011). https://doi.org/10.1007/s11422-010-9310-6
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11422-010-9310-6