Cultural Studies of Science Education

Papers
(The TQCC of Cultural Studies of Science Education is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability19
A day of reckoning for the white academy: reframing success for African American women in STEM17
The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability16
Academic integrity, STEM education, and COVID-19: a call to action15
Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities15
Decoloniality in STEM research: (re)framing success14
Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science14
Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy13
Uncovering stories of resilience among successful African American women in STEM13
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications12
Manifesting Black Joy in science learning11
Black girls matter: A critical analysis of educational spaces and call for community-based programs10
Disrupting deficit narratives in informal science education: applying community cultural wealth theory to youth learning and engagement10
On love, becomings, and true generosity for science education: honoring Paulo Freire10
Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property10
Cultural identity central to Native American persistence in science10
Learners’ socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa9
Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information9
The identity turn in science education research: a critical review of methodologies in a consolidating field9
Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic9
Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach8
“They have a lot more freedom than they know”: science education as a space for radical openness8
Confronting repressive ideologies with critical pedagogy in science classrooms8
Addressing underrepresentation of young women of color in engineering and computing through the lens of sociocultural theory8
“It’s not a deaf thing, it’s not a black thing; it’s a deaf black thing”: a study of the intersection of adolescents’ deaf, race, and STEM identities7
Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case 7
“For whom? By whom?”: critical perspectives of participation in ecological citizen science7
Storied identities and teacher candidates’ developing practices7
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning7
Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development7
Trust in the time of corona: epistemic practice beyond hard evidence6
Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative | equity pedagogy6
A critical race theory analysis of the draw-a-scientist test: are they really that white?6
Addressing critical cross-cultural issues in elementary STEM education research and practice: a critical review essay of Engineering in Elementary STEM Education6
Toward a place-based learning progression for haze pollution in the northern region of Thailand6
Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment5
Pedagogical challenges involving race, gender and the unwritten rules in settings of higher education5
A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities5
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance5
Multicultural classroom teaching in Nepal: perspectives and practices of a secondary level science teacher5
Science education during times of crisis: calling for reflections, responses, and forward thinking from the CSSE community5
Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs5
Becoming alive within science education (research): thinking with life history(ies), bodies and stickiness5
Science education research practices and its boundaries: on methodological and epistemological challenges5
Is science a universal or a culture-specific endeavor? The benefits of having secondary students critically explore this question5
The environment and politics in science education: the case of teaching fracking5
A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum4
Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction4
“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM4
Shura-infused STEM professional learning community in an Islamic School in Thailand4
Opportunities and tensions in family science: challenging dominant paradigms of science education4
Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning4
Reflecting on Freire: a praxis of radical love and critical hope for science education4
South epistemologies to invent post-pandemic science education4
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students4
Depoliticization of educational reforms: the STEM story4
Multiculturalism in higher education: experiences of international teaching assistants and their students in science and math classrooms4
Freire’s hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis4
Science and poetry: poems as an educational tool for biology teaching4
The problematic use of urban, suburban, and rural in science education4
Humanizing science education, wellness and a more just world4
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