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Forum: A Conversation on ‘Sense of Place’ in Science Learning

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Correspondence to Elizabeth McKinley.

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Joe L. KIncheloe is Professor of Education at the City University of New York Graduate Center. He is the author of numerous books and articles about pedagogy, cultural studies, education and social justice, racism, class bias, and sexism, issues of cognition and cultural context, and educational reform. His books include: “Teachers as Researchers”, “Toil and Trouble”, “Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-first Century”, “The Sign of the Burger: McDonald's and the Culture of Power”, “Rigour and Complexity in Educational Research: Conceptualizing the Bricolage” (with Kathleen Berry), and “Changing Multiculturalism” (with Shirley Steinberg). Kincheloe is very concerned with the politics of knowledge as it relates to the socio-cultural, political, psychological, and educational dimensions of contemporary life. In this context he utilizes multiperspectival research methods (bricolage) and multiple theoretical frameworks to study these issues.

Elizabeth McKinley (Ngati Kahungunu and Ngai Tahu) is an Associate Professor in Education at the University of Auckland, New Zealand. She currently teaches in indigenous research methodologies, curriculum and foundation courses in education. Liz researches and writes on indigenous people's educational issues, particularly with respect to Maori, science and science education. She has had extensive experience teaching science in high schools and in national curriculum development particularly with respect to bilingual (Maori/English) science curricula.

Miyoun Lim is a PhD candidate in science education at Teachers College Columbia University. Her dissertation explores urban children's sense of place and its implications for urban science education. She is currently working on developing an on-line teacher environmental education program using urban (New York City) ecosystems. Her research interests include teaching and learning of science in urban schools especially those with immigrant minority students living in high poverty neighborhoods, and urban environmental education -- informed by critical pedagogy of place -- for students and teachers.

Angela Calabrese Barton is an associate professor of science education and director of the Urban Science Education Center at Teachers College Columbia University. Her research interests focus on issues of equity and social justice in science teaching and learning in urban centers urban science education and critical/feminist perspectives on science education.

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Kincheloe, J.L., McKinley, E., Lim, M. et al. Forum: A Conversation on ‘Sense of Place’ in Science Learning. Cult.Scie.Edu. 1, 143–160 (2006). https://doi.org/10.1007/s11422-005-9003-8

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