Abstract
This chapter reviews social justice research in science education, focusing on the developmental trajectory and theories of method that drive the research. I address the following questions in this review: What are some of the trends in social justice citations? What methodologies are employed in social justice research in science education? What are the epistemological, ontological, catalytic, and tactical assumptions embedded in the research methodologies? What are the implications for future research in social justice in science education? After an analysis of trends, I discuss early framing of social justice in science education research. Then, I review five studies, focusing on the authors’ social and theoretical positioning and on ways in which critical methodologies blend scholarship and activism. I conclude with several implications for future social justice research in science education.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call