by Olitsky, Stacy

This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school. I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there are also possibilities for resistance, agency and self-definition through students’ talk.

DOI: 10.1007/s11422-006-9033-x
Online Date: 10/27/2006
Print publication date: 12/1/2006
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by Taylor, Peter; Lee, Stuart H.; Tal, Tali

In response to Tali and Yarden’s presentation of their efforts to teach socioscientific issues, the discussants address issues of authentic versus simulated activities; teachers as learners or co-creators with their students; educating people to contribute to science-based decisionmaking; the development of such socioscientific competence; the relationship between group or participatory processes and individual development; framing real world cases for every age of student; making space to delve into the historical and social background to any scientific theory, practice, or application; educating teachers who can coach students in socioscientific inquiry; and facing off against the traditional and resurgent emphasis on highstakes, content-oriented testing of students in science.

DOI: 10.1007/s11422-006-9027-8
Online Date: 10/26/2006
Print publication date: 12/1/2006
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by Roth, Wolff-Michael

DOI: 10.1007/s11422-006-9030-0
Online Date: 10/18/2006
Print publication date: 12/1/2006
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by Tobin, Kenneth

DOI: 10.1007/s11422-006-9025-x
Online Date: 10/11/2006
Print publication date: 2/1/2007
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by Rahm, Jrène

What would it take for youth to come to see science as a source of inspiration, as something intriguing and valuable, and as a world including them as active agents and legitimate members irrespective of who they are or who they want to become? I attempt to find some answers to this question by listening in on what youth have to say about science and scientists, talk occasioned through the conduct of oral histories of scientists and reflective work about visits to their work places, conducted by a small group of youth participating in an inner-city summer gardening program. I examine how youth and scientists position each other through talk and action and how they co-construct and deconstruct science and scientists’ work. I show how creating spaces within which youths’ images are validated and taken as resources for further co-construction and deconstruction of the world of science can lead to the development of broad notions of science that make insider status a possibility for them, whether as informed citizens or scientists.

DOI: 10.1007/s11422-006-9020-2
Online Date: 10/4/2006
Print publication date: 2/1/2007
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by Elmesky, Rowhea; Olitsky, Stacy; Tobin, Kenneth

In this forum, we discuss the ways in which the culture of science has become conflated with categorical groupings of students according to race, class, and gender – so as to better understand how Black female students from economically disadvantaged backgrounds may become alienated from dominant school discourses that emphasize college and non-college bound trajectories. In addition, we examine the power and limitations of creating spaces inside and outside of science classrooms that value student discourses, goals, and ways of being. Specifically, we debate whether cogenerative dialogues can allow for (a) conscious critical conversations that cut across student, teacher and administration levels, (b) expanded possibilities for local action, and (c) the building of solidarity and respect amongst stakeholders.

DOI: 10.1007/s11422-006-9034-9
Online Date: 10/3/2006
Print publication date: 12/1/2006
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