Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice-Infused, Science Education Program.
This article describes an innovative application of a social justice-infused pedagogy to an out-of-school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighti...
| Publicado en: | Analyses of Social Issues & Public Policy Vol. 17; no. 1; pp. 205 - 235 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=126964260&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 126964260 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15297489 N7Y jtl: Analyses of Social Issues & Public Policy issn: 15297489 maglogo: Y pubinfo: dt: Dec2017 vid: 17 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 126964260 126964260 126964260 10.1111/asap.12136 126964260 ppf: 205 ppct: 30 formats: tig: atl: Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice-Infused, Science Education Program. aug: au: Kozan, Saliha Blustein, David L. Barnett, Michael Wong, Catherine Connors‐Kellgren, Alice Haley, James Patchen, Amie Olle, Chad Diemer, Matthew A. Floyd, Ava Tan, R. P. Benjamin Wan, Deborah affil: Boston College sug: subj: Education, Health Sciences Social Justice Students, High School Curriculum Male Female Adolescence Career Planning and Development Interviews Environmental Health Public Policy Adolescent: 13-18 years Male Female ab: This article describes an innovative application of a social justice-infused pedagogy to an out-of-school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 ( SD=1.26) across an approximately 10-month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the students' understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating the various ways that social justice is manifested in their lives. Implications for social justice and STEM education interventions as well as broader public policies are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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