Rural science education as social justice

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)45-52
Number of pages8
JournalCultural Studies of Science Education
Volume12
Issue number1
DOIs
StatePublished - Mar 1 2017

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social justice
science
education
everyday experience
dismantling
environmental quality
citizen
participation
resources
learning
community
student

All Science Journal Classification (ASJC) codes

  • Cultural Studies

Cite this

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Rural science education as social justice. / Eppley, Karen.

In: Cultural Studies of Science Education, Vol. 12, No. 1, 01.03.2017, p. 45-52.

Research output: Contribution to journalArticle

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