Scientific Literacy and Social Transformation

Aikenhead, G. (2006). Science education for everyday life: evidence-based practice. Teachers College Press.

Avraamidou, L. (2020). Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education, 15, 323–345.

Bee, C., & Kaya, A. (2017). Youth and active citizenship in Turkey: engagement, participation and emancipation. Southeast European and Black Sea Studies, 17(1), 129–143.

Bencze, L. (2017). Science and technology education promoting wellbeing for individuals, societies and environments. Springer.

Bennett, N., & Lemoine, G. J. (2014). What a difference a word makes: understanding threats to performance in a VUCA world. Business Horizons, 57(3), 311–317.

Biesta, G. (2010). A new logic of emancipation: the methodology of Jacques Rancière. Educational Theory, 60, 39–59.

Biesta, G. (2017). Don’t be fooled by ignorant schoolmasters: on the role of the teacher in emancipatory education. Policy Futures in Education, 15(1), 52–73.

Bullock, E. (2018). Intersectional analysis in critical mathematics education research: a response to figure hiding. Review of Research in Education, 42(1), 122–145.

Burke, L. A., & Wallace, J. (2020). Re-examining postcolonial science education within a power-knowledge framework. Science & Education, 29, 571–588.

Bybee, R. (2016). Scientific literacy. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 944–946). Springer.

Cabrera, A. (2014). Toward an intersectional political science pedagogy. Journal of Political Science Education, 10(1), 102–116.

Castro, A., & Collins, C. (2021). Asian American women in STEM in the lab with “White Men Named John.” Science Education, 105(1), 33–61.

Chang, M., Singh, K., & Mo, Y. (2007). Science engagement and science achievement: longitudinal models using NELS data. Educational Research and Evaluation, 13(4), 349–371.

Cho, S., Crenshaw, K., & McCall, L. (2013). Toward a field of intersectionality studies: theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785–810.

Choi, K., Lee, H., Shin, N., Kim, S., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697.

Collins, P. H. (2000). Black feminist thought: knowledge, consciousness, and the politics of empowerment. Routledge.

Collins, P. H. (2015). Intersectionality’s definitional dilemmas. Annual Review of Sociology, 41, 1–20.

Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.

Collins, P. H., & Bilge, S. (2016). Intersectionality. Polity Press.

Cunill, N. (1991). Participación ciudadana, dilemas y perspectivas para la democratización de los estados latino americanos. CLAD.

DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.

DeWitt, J., & Archer, L. (2017). Participation in informal science learning experiences: the rich get richer? International Journal of Science Education, Part B, 7(4), 356–437.

Esnard, T., & Cobb-Roberts, D. (2018). Black women in higher education: toward comparative intersectionality. In T. Esnard & D. Cobb-Roberts (Eds.), Black women, academe, and the tenure process in the United States and the Caribbean (pp. 99–133). Palgrave.

Feyerabend, P. (1975). Cómo defender a la sociedad contra la ciencia, in I. Hacking (comp.). Revoluciones científicas (pp. 294–314). FCE.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

Galloway, S. (2012). Reconsidering emancipatory education: staging a conversation between Paulo Freire and Jacques Rancière. Educational Theory, 62(2), 163–184.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1997). La nueva producción del conocimiento. Ediciones Pomares.

Gottesman, I. (2016). The critical turn in education: from Marxist critique to postestructuralist feminism to critical theories of race. Routledge.

Grabau, L., & Ma, X. (2017). Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools. International Journal of Science Education, 39(8), 1045–1068.

Gross, S. (2010). Inequality and emancipation: an educational approach. Journal of Education and Research, 2, 9–16.

Hadar, L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573–586.

Hammond, A., Rubiano, E., Beegle, K., & Kumaraswamy, S. (2020). The equality equation. Advancing the participation of women and girls in STEM. World Bank.

Harris, J., & Patton, L. (2019). Un/Doing Intersectionality through higher education research. The Journal of Higher Education, 90(3), 347–372.

Haynes, C., Joseph, N., Patton, L., Stewart, S., & Allen, E. (2020). Toward an understanding of intersectionality methodology: a 30-year literature synthesis of Black women’s experiences in higher education. Review of Educational Research, 90(6), 751–787.

Hernández, G. (2019). De los nuevos estudios de literacidad a las perspectivas decolonialesen la investigación sobre literacidad. Íkala Revista de lenguaje y cultura, 24(2), 363–386.

Hodson, D. (2003). Time for action: science education for an alternative future. International Journal of Science Education, 25(6), 645–670.

Hodson, D. (2009). Teaching and learning about science: language, theories, methods, history, traditions and values. Sense.

Hodson, D. (2011). Looking to the future: building a curriculum for social activism. Sense.

Hoffman, D., Perillo, P., Hawthorne, L., Hadfield, J., & Lee, D. M. (2005). Engagement versus participation: a difference that matters. About Campus, 10(5), 10–17.

Ireland, D., Freeman, K., Winston-Proctor, C., DeLaine, K., McDonald, S., & Woodson, K. (2018). (Un)Hidden figures: a synthesis of research examining the intersectional experiences of Black women and girls in STEM education. Review of Research in Education, 42(1), 226–254.

Johnston, P., Beaudoin, C., Jones, L., & Waggett, R. (2015). Student engagement or simply participation: how does a beginning teacher know? Kappa Delta Pi Record, 51(2), 90–92.

Lee, H., Yoo, J., Choi, K., Kim, S., Krajcik, J., Herman, B., & Zeidler, D. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079–2113.

Levinson, R. (2010). Science education and democratic participation: an uneasy congruence? Studies in Science Education, 46(1), 69–119.

Liu, X. (2009). Beyond science literacy: science and the public. International Journal of Environmental & Science Education, 4(3), 301–311.

Liu, X. (2013). Expanding notions of scientific literacy: a reconceptualization of aims of science education in the knowledge society. In N. Mansour & R. Wegerif (Eds.), Science education for diversity (pp. 23–39). Springer.

Maina-Okori, N. M., Koushik, J. R., & Wilson, A. (2018). Reimagining intersectionality in environmental and sustainability education: a critical literature review. The Journal of Environmental Education, 49(4), 286–296.

Mansour, N., & Wegerif, R. (2013). Why science education for diversity? In N. Mansour & R. Wegerif (Eds.), Science education for diversity (pp. ix–xx). Springer.

Martínez-Palacios, J. (2018). ¿Qué significa participar? Reflexiones sobre la construcción de las imágenes de la participación. Papers, 103(3), 367–393.

Martínez-Palacios, J., & Nicolas-Bach, J. (2016). Mujeres y democracia participativa: ¿qué impide los proyectos de participación de las mujeres? Revista Mexicana de Sociología, 78(3), 497–527.

Matheis, A., Murphy, M., & Marin-Spiotta, E. (2019). Examining intersectionality and inclusivity in geosciences education research: a synthesis of the literature 2008–2018. Journal of Geoscience Education, 67(4), 505–517.

Metcalf, H., Russell, D., & Hill, C. (2018). Broadening the science of broadening participation in STEM through critical mixed methodologies and intersectionality frameworks. American Behavioral Scientist, 62(5), 580–599.

Montero, M. (2004). Introducción a la psicología comunitaria: desarrollo, conceptos y procesos. Paidós.

Muntinga, M., Krajenbrink, V., Peerdeman, S., Croiset, G., & Verdonk, P. (2016). Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation. Advances in Health Sciences Education, 21, 541–559.

Nguyen, A., & Catalan-Matamoros, D. (2020). Digital mis/disinformation and public engagement with health and science controversies: fresh perspectives from Covid-19. Media and Communication, 8(2), 323–328.

Nichols, S., & Stahl, G. (2019). Intersectionality in higher education research: a systematic literature review. Higher Education Research & Development, 38(6), 1255–1268.

Norris, P., Phillips, L., & Burns, D. (2014). Conceptions of scientific literacy: identifying and evaluating their programmatic elements. In M. Matthews (Ed.), International handbook of research in history (pp. 1317–1344). Springer.

Norris, S., & Phillips, L. (2003). How scientific literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.

Norris, S. , & Phillips, L. (2016). Scientific literacy: its relationship to “literacy”. Encyclopedia of science education. https://link.springer.com/content/pdf/10.1007%2F978-94-007-6165-0_179-1.pdf. Accessed 30 July 2020.

Núñez, A. M. (2014). Advancing an intersectionality framework in higher education: power and Latino postsecondary opportunity. In M. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (pp. 33–92). Springer.

Núñez, A. M., Rivera, J., & Hallmark, T. (2020). Applying an intersectionality lens to expand equity in the geosciences. Journal of Geoscience Education, 68(2), 97–114.

Orozco, B. (2020). Interrogar el sentido del conocimiento escolar ante la pandemia. Perfiles educativos, XLII(170), 63–71.

Pedretti, E., & Nazir, Y. (2011). Currents in STSE education: mapping a complex field. Science Education, 95(4), 601–626.

Rancière, J. (2003). El maestro ignorante. Cinco lecciones sobre la emancipación intelectual. Laertes.

Rancière, J. (2009). El espectador emancipado. Manantial.

Rice, C., Harrison, E., & Friedman, M. (2019). Doing justice to intersectionality in research. Cultural Studies ↔ Critical Methodologies, 19(6), 409–420.

Roberts, D. (2007). Scientific literacy/science literacy. In S. Abell. N. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum.

Romo, M. (2016). Emancipación. Diccionario Iberoamericano de Filosofía de la Educación. Fondo de Cultura Económica. https://www.fondodeculturaeconomica.com/dife/definicion.aspx?l=E&id=36. Accessed 30 July 2020.

Sadler, T., & Dawson, V. (2012). Socio-scientific issues in science education: contexts for the promotion of key learning outcomes. In B. J. Fraser (Ed.), Second International Handbook of Science Education (pp. 799–809). Springer.

Sánchez, H., & Gil, I. (2015). Análisis interseccional y enfoque intercultural en el estudio de la ciudadanía y la participación. Diálogo Andino, 47, 143–149.

Santos, W. (2009). Scientific literacy: a Freirean perspective as a radical view of humanistic science education. Science Education, 93(2), 361–382.

Sensoy, Ö., & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.

Shamos, M. (1995). The myth of scientific literacy. Rutgers University Press.

Shen, B. (1975). Scientific literacy and the public understanding of science. In S. Day (Ed.), Communication of scientific information (pp. 44–52). S. Karger AG.

Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori (Ed.), Cognition, Metacognition, and Culture in STEM Education (pp. 65–88). Springer.

Sparks, D. (2017). Navigating STEM-worlds applying a lens of intersectionality to the career identity development of underrepresented female students of color. Journal for Multicultural Education, 11(3), 162–175.

Tefera, A., Powers, J., & Fischman, G. (2018). Intersectionality in education: a conceptual aspiration and research imperative. Review of research in education, 42(1), vii–xvii.

UNESCO (2020). Education in a post-COVID world: nine ideas for public action. https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi. Accessed 30 July 2020.

Viveros, M. (2016). La interseccionalidad: una aproximación situada a la dominación. Debate Feminista, 52, 1–17.

Walsh, C. (2019). (Decolonial) Notes to Paulo Freire: walking and asking. In R. Aman & T. Ireland (Eds.), Educational alternatives in Latin America (pp. 207–230). Palgrave.

Wong, B. (2016). Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital. Research in Science Education, 46, 113–127.

Woods-McConney, A., Oliver, M. C., McConney, A., Schibeci, R., & Maor, D. (2014). Science engagement and literacy: a retrospective analysis for students in Canada and Australia. International Journal of Science Education, 36(10), 1588–1608.

Yore, L. (2012). Science literacy for all: more than a slogan, logo, or rally flag! In K. Tan & M. Kim (Eds.), Issues and challenges in science education research (pp. 5–23). Springer.

Zeidler, D., Herman, B., & Sadler, T. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1, 1–11.

Zeidler, D., & Nichols, B. (2009). Socioscientific issues: theory and practice. Journal of Elementary Science Education, 21(2), 49–58.

Zidny, R. J., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29, 145–185.