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Student empowerment in an environmental science classroom: Toward a framework for social justice science education
Schindel Dimick, A. (2012). Student empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Ed. 96(6): 990-1012. hdl.handle.net/10.1002/sce.21035
In: Science Education. Wiley: New York. ISSN 0036-8326, more
Peer reviewed article  

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  • Schindel Dimick, A.

Abstract
    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social justice science education in classroom settings. I utilize this framework to analyze the case study of a high school environmental science classroom in the United States where the teacher and students created environmental action projects that were relevant to their community. I examine how social, political, and academic empowerment were or were not enacted within the classroom and argue for educators to give heed to all three simultaneously to mediate student empowerment while working toward social justice science education.

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