Biblio

Sjöström, Jesper, Nadja Frerichs, Vânia G. Zuin, and Ingo Eilks. "Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning." Studies in Science Education 53, no. 2: 165-192.

Sinha, Ritu. "Educating the Hindu Child Citizen: Pedagogy of the Gita Press." Contemporary Education Dialogue 14, no. 2: 141-165.

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

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

Sierra, María Fernanda O., and Adriana Díaz Del Hernández. "‘We Are All the Same, We All Are Mestizos’: Imagined Populations and Nations in Genetics Research in Colombia." Science as Culture 23, no. 2: 226-252.

Shor, Ira. Empowering education : critical teaching for social change. Chicago: University of Chicago Press, 1992.

Shiva, Vandana. The Violence of the Green Revolution: Third World Agriculture, Ecology, and Politics. University Press of Kentucky.

Shiva, Vandana. Soil Not Oil: Environmental Justice in an Age of Climate Crisis. North Atlantic Books.

Shiva, Vandana. Monocultures of the Mind: Perspectives on Biodiversity and Biotechnology. Palgrave Macmillan.

Shiva, Vandana. Biopiracy: The Plunder of Nature & Knowledge. UK ed. edition. New Delhi: Natraj Publishers.

Shinn, Terry, Jack Spaapen, and Venni Krishna. "Science, technology and society studies and development perspectives in South-North transactions.", 1-34. Springer, 1997.

Shineha, Ryuma, Arisa Ema, and Togo Tsukahara. "Work in Progress: Proposal for Comparative Studies on East Asia STS." East Asian Science, Technology and Society: an International Journal 4, no. 1 (2010): 153-160.

Shew, Ashley. "Ableism, Technoableism, and Future AI." IEEE Technology and Society Magazine 39, no. 1: 40-85.

Sharma, Ajay. "STEM-ification of Education." 7, no. 1 (2016): 10.

Sharma, Ajay. "School Science and Students in Rural India: Do the Twain Ever Meet?" Contemporary Education Dialogue 5, no. 1: 28-63.

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