Talking through the “messy middle” of partnerships in science education
Bibliographic Data
| ID | 21392957 |
|---|---|
| Authors | Tina Cheuk (0000-0001-7841-2492, School of Education California Polytechnic State University San Luis Obispo California USA, corresponding author), Daniel Morales‐doyle (0000-0002-9425-2158, College of Education University of Illinois‐Chicago Chicago Illinois USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1198-1213 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21751 |
| OpenAlex | W4285042566 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
This paper's focus is on the “middle” of partnerships for equity in science education. Middle is used in a temporal sense, meaning the time after the general purposes and terms of working together have been set and before outcomes have been achieved. The middle of the partnership also represents people interacting, bounded around the edges, by their institutional roles, norms, resources, and priorities. As co‐authors who had not previously collaborated (or even met in person), we approached the construction of this manuscript as a dialogue where we learn by sharing narrations of experiences and values and principles. We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of “Is it possible to just teach biology?” (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice‐oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together
Conversation · Epistemology · Equity (law) · General partnership · Meaning (existential) · Pedagogy · Political science · Public relations · Science education · Sociology · Solidarity · Transformative learning · Communication · Education and Critical Thinking Development · Law · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
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Toward What Justice?
Innovations in Culturally Based Science Education Through Partnerships and Community
Beginning school–university partnerships for transformative social change in science education
Mentoring across differences in science education
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Toward What Ends
I’m Here for the Hard Re-Set
Note to Educators
Community-Based Design Research
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Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
Developing a Sociocritical Literacy in the Third Space
Cultural processes in science education
Teaching to Transform
Decolonizing Methodologies
Beyond Decoupling
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |