Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program
Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program
复制标题
城市青年在边缘科学实践中的混合定位：深入了解学校-博物馆-科学家合作项目和课外科学计划
DOI：
10.1007/s11422-007-9081-x
复制
发表时间：
2008
影响因子：
1.2
通讯作者：
Jrène Rahm
中科院分区：
文献类型：
--
作者：
Jrène Rahm
城市青年的混杂在哪些方面构成了科学作为实践的定位和参与？他们以什么方式“杂交”，从而在一个将他们定位为特定类型的学习者的系统中生存下来，并且在这个系统中，他们经常以不同于预期的方式定位自己？为了回答这些问题，我从两个人种学案例研究中得出结论，一个是科学家-博物馆-学校合作倡议，另一个是仅针对女孩的课后科学计划，这两个项目都是为加拿大蒙特利尔的贫困、种族和语言不同的青年服务的。通过从青年的角度对微观辩证法的研究，我展示了我们可以从在正式和非正式的教育背景下做科学的例子中学到什么，这些例子支持边缘化的科学实践，至少部分类似于科学作为实践。通过将这些发现与当前科学教育相关的话语（如知识基金和以青年为中心的科学）相结合，我为科学教育的全球教学法的制定做出了贡献，特别是，这在加拿大法裔青年的眼中可能意味着什么。
In what ways do urban youths’ hybridity constitute positioning and engagement in science-as-practice? In what ways are they “hybridizing” and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist–museum–school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro dialectics from the perspective of youth, I show what we can learn from examples of doing science in a formal and informal educational context supportive of marginalized science practices resembling in part, at least, science-as-practice. Through an integration of the findings with current discourses of relevance in science education such as funds of knowledge and youth centered, co-opted science, I contribute to the formulation of a global pedagogy of science education and in particular, what such may imply in the eyes of youth in French Canada.