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Found 108 results

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Web Article

European Research and Innovation Days., Submitted.

Hiss, Anthony. THE END OF THE RAINBOW.

Bernstein, Rachel. Educating outside the classroom.

Journal Article

Nasir, Na’ilah Suad, and Victoria M. Hand. "Exploring Sociocultural Perspectives on Race, Culture, and Learning." Review of Educational Research 76, no. 4: 449-475.

Kim, Won Jung. "Exploratory content analysis: Whiteness in Korean middle school science textbooks." Multicultural Education Review 13, no. 2: 163-178.

Jensen, Casper Bruun, and Asli Kemiksiz. "Experiments in Thinking across Worlds." NatureCulture 5, no. 2019 (2019): i–xiii.

Khunyakari, Ritesh P.. "Experiences of Design-and-Make Interventions with Indian Middle School Students." Contemporary Education Dialogue 12, no. 2: 139-176.

Raina, Dhruv. "Evolving perspectives on science and history: A chronicle of modern India's scientific enchantment and disenchantment (1850–1980)." Social Epistemology 11, no. 1 (1997): 3-24.

Fernando, Mayanthi L.. "Ethnography and the politics of silence." Cultural Dynamics 26, no. 2: 235-244.

Simpson, Audra. "On Ethnographic Refusal: Indigeneity, ‘Voice’ and Colonial Citizenship." (Submitted): 14.

Dawson, Emily. "Equity in informal science education: developing an access and equity framework for science museums and science centres." Studies in Science Education 50, no. 2: 209-247.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students." Science, Technology, & Human Values 42, no. 5: 743-774.

Iijima, Nobuko. "Environmental Sociology in Japan and Environmental Problems in Asian Societies." International Journal of Japanese Sociology 3 (1994): 121-130.

Singh, Neera M.. "Environmental justice, degrowth and post-capitalist futures." Ecological Economics 163: 138-142.

Singh, Neera M.. "Environmental justice, degrowth and post-capitalist futures." Ecological Economics 163: 138-142.

Singh, Neera M.. "Environmental justice, degrowth and post-capitalist futures." Ecological Economics 163: 138-142.

Singh, Neera M.. "Environmental justice, degrowth and post-capitalist futures." Ecological Economics 163: 138-142.

Dunlop, Lynda, Lucy Atkinson, and Maria Turkenburg van Diepen. "The environment and politics in science education: the case of teaching fracking." Cultural Studies of Science Education 16, no. 2: 557-579.

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