"It Changed Our Lives": Activism, Science, and Greening the Community

Date: 
Monday, August 30, 2010
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Afterschool Programs, Summer and Extended Camps
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Museum/ISE Professionals
Discipline: 
Ecology, forestry, and agriculture | Technology
Organization:
University of Michigan, University of North Carolina, Greensboro
Description: 

Drawing upon critically oriented studies of science literacy and environmental justice, we posit a framework for activism in science education. To make our case, we share a set of narratives on how the River City Youth Club acquired a new green roof. Using these narratives we argue that the ways in which youth describe their accomplishments with respect to the roof reflects a range of subject positions that they carve out and take up over time. These subject positions reveal how activism is a generative process linked to “knowing” and “being” in ways that juxtapose everyday practices with those of science.

Funder(s): 
NSF
Funding Program: 
ITEST
Award Number: 
0737642
Citation
DOI:
10.1080/14926156.2010.504480
Publication Name: 
Canadian Journal of Science, Mathematics and Technology Education
Volume: 
10
Number: 
3
Page Number: 
207-222

Team Members

Edna TanEdna TanAuthor

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