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Rethinking Scientific Literacy


reviewed by Richard Frazier — 2005

coverTitle: Rethinking Scientific Literacy
Author(s): Wolff-Michael Roth and Angela Calabrese Barton
Publisher: Routledge/Falmer, New York
ISBN: 0415948436, Pages: 227, Year: 2004
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In Rethinking Scientific Literacy Wolff-Michael Roth and Angela Calabrese Barton both challenge and transmute the reformer’s rallying cry of ‘science for all’ in science education. An introductory chapter offers theoretical assertions and establishes the moral terrain. The authors admonish that “Science and science education must advocate a free democratic society where all, rather than only a few, have access to basic necessities and resources (p. 19).” The chapters that follow present a series of illustrative cases and sensitive portraits originating from three constellations of setting and situation. The final chapter is entitled “Dangerous teaching” and makes clear that the kind of rethinking being promoted will inevitably threaten and challenge any system or practice that supports injustice. The initial set of interconnected stories is placed in a watershed in the Pacific Northwest . The portrayals represent the broad range of participants who make up the ecological, political, economic, and educational community. A second group of narratives come from children and adolescents residing in family shelters and taking part in after... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 255-258
http://www.tcrecord.org ID Number: 11377, Date Accessed: 11/22/2014 8:57:28 PM

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