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The posters in this symposium are the work of many people. In particular, I acknowledge the contributions of: Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect(More)
The primary objective of this session is to highlight ways in which identity can be construed and studied within science education, and to advance a discussion about how science education can embrace its civic responsibility toward students to help them appropriate science as a meaningful tool in their lives beyond school. The four papers reflect a range of(More)
In this paper we investigated the role youth participatory ethnography played as a pedagogical approach to supporting youth in making. To do so, we examined in-depth cases of youth makers from traditionally marginalized communities in two makerspace clubs in two different mid-sized US cities over the course of three years. Drawing from mobilities of(More)
An important conundrum that the science education community faces is "why is it so difficult to bridge everyday science with school science?" Drawing upon sociocultural perspectives on learning and critical ethnographic research methods, we examine students' changing participation within middle school learning science. Our findings reveal the importance of(More)
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