Beyond Representation
Epistemic Justice in Science Education through the Historical Sciences and Indigenous Knowledge
Dados Bibliográficos
| ID | 21585871 |
|---|---|
| Autores | Ron E Gray (0000-0002-0512-063X, Northern Arizona University, autor correspondente) |
| Ano | 2026 |
| Data de publicação | 2026-03-07 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science & Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Editora | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-026-00728-6 |
| OpenAlex | W7134124249 |
| Idioma | EN |
| Referências citadas | 35 |
Economic Justice · Indigenous · Knowledge production · Science education · Sociology of scientific knowledge · Traditional knowledge · Feminist Epistemology and Gender Studies · Race, Genetics, and Society · Science Education and Pedagogy
Rock, Bone, and Ruin
Everyday science learning and equity
Rethinking diversity in learning science
The Care Principles for Indigenous Data Governance
Self‐determination through self‐education
Reconstructing the Past
Intercultural Education as Dialogue Between Knowledge Systems
Against Defending Science
Methodological and Epistemic Differences between Historical Science and Experimental Science
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
Edge of Memory
Prediction and Explanation in Historical Natural Science
Aboriginal Memories of Inundation of the Australian Coast Dating from More than 7000 Years Ago
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
Cultural processes in science education
Understanding the science experiences of successful women of color
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |