In the Trading Zone Rethinking Science Education through Collaborative Curriculum Practices and Research with Bilingual Latino Students and Educators
Article Sidebar
Main Article Content
Abstract
In this article, we describe and discuss the negotiations and processes of carrying out a science curriculum-based research project with multiple stakeholders, including an 8th grade science teacher/soccer coach, and 24 student-participants from a middle school in the South-eastern United States. Drawing on the theoretical notion of trading zones, we focus on the negotiations, commitments, and collaborations that took place in order to: (a) teach science to Latino students in the context of an after-school soccer program, (b) develop curriculum and (c) carry out a research program in which both material things and physical spaces are recognized as central to this process. Our study presents these experiences and processes in relation to the characteristics of the human and non-human elements involved in this work. We conclude with a set of recommendations for pre-service and in-service science teachers developing science activities as part of a broader curriculum and teaching science to middle school students in multilingual, multi-ethnic, and multicultural settings.
Downloads
Article Details
The International Journal of Literacy, Culture, and Language Education (IJLCLE) (the “Publisher”) and the Author(s) agree as follows:
- Publication and Promotion: In consideration of the Publisher’s agreement to publish the Work, Author hereby grants and assigns to Publisher the non-exclusive right to print, publish, reproduce or distribute the Work throughout the world in all possible formats by any method now known or hereafter developed, including electronic and print formats, and to market or sell the Work or any part of it as Publisher sees fit. Author further grants Publisher the right to use the Author’s name in association with the Work in published form and in advertising and promotional materials.
- Copyright: Copyright of the Work remains in Author’s name.
- Prior Publication and Attribution: Author agrees not to publish the Work in print or electronic form prior to publication of the Work by the Publisher. Author agrees to cite, by author, title and publisher, the original International Journal of Literacy, Culture, and Language Education (IJLCLE) publication when publishing the Work elsewhere.
- Author Representations: The Author represents and warrants that the Work: (a) is the Author’s original Work and that Author has full power to enter into this Agreement; (b) does not infringe the copyright or property of another; (c) is accurate, and that any research or investigation conducted for the purpose of the Work abides by the guidelines and regulations of the Institutional Review Board and/or the Institutional Animal Care and Use Committee; (d) contains no material that obscene, libelous, defamatory or previously published, in who or in part, except when written permission for reprinting is provided from another publisher. Author is responsible for requesting and providing such permission to the Publisher. Author shall indemnify and hold Publisher harmless against loss of expenses arising from breach of any such warranties.
- Licensing and Reuse: Unless another option is selected below, reuse of the published Work will be governed by a Creative Commons Attribution – NonCommercial NonDerivative 4.0 International License (CC BY-NC-ND 4.0; http://creativecommons.org/licenses/by-nc-nd/4.0). This license lets other use contents of the Work without revision, although new works must acknowledge the original International Journal of Literacy, Culture, and Language Education (IJLCLE) publication and be non-commercial; they do not have to be licensed on the same terms.