Rural science education as social justice
Rural science education as social justice
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农村科学教育作为社会正义
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Karen Eppley
中科院分区：
文献类型：
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作者：
Karen Eppley
科学教育在消除农村地区社会公正的障碍方面可以发挥什么作用？在这篇论坛文章中，我使用“在农村学习和关于农村的地方：学生的日常经验和社区环境质量问题之间的联系和紧张关系”（齐默尔曼和韦布尔2016）明确将农村教育定位为一个社会正义项目，寻求农村公民的充分参与平等。Fraser（2009）对农村教育中的社会正义概念的阐述要求关注资源的公正分配、承认农村人民的固有能力以及平等参与民主进程的权利，这些民主进程带来了做出影响地方、区域和全球生活的决策的机会。这篇论坛文章考虑了以地方为基础的科学教育对这一项目做出贡献的潜力。
What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use “Learning in and about Rural Places: Connections and Tensions Between Students’ Everyday Experiences and Environmental Quality Issues in their Community”(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser’s (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.