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Toward Latin@ revisionings of decolonizing Western science and math

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References

  • Gallard Martínez, A.J. (2009). We are more different than alike: Latinos/latinas-hispanics. In K. Tobin, W.-M. Roth (Series Eds.) & W.-M. Roth & K. Tobin (Regional Eds.), World of Science Education: North America, Rotterdam: Sense Publishers, pp. 353–368.

  • Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.

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Acknowledgments

This special edition could not have happened if it were not for the founders of this journal: Ken Tobin and Wolff Michael-Roth. The irony of this effort is that what is special for this journal is not the clustering of Latinas/os and the teaching and learning of science and mathematics into a special issue. However, what is distinctive is that every volume of the Cultural Studies of Science Education journal is a special issue. This is because it is the only journal in science education that promotes the idea that all learning is not only a product of teaching, but a result of both students and teachers having to negotiate a complex host of mitigating sociocultural factors. There is no other journal in our field that can make this claim.

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Authors and Affiliations

  1. Department of Teaching and Learning, College of Education, Georgia Southern University, P.O. Box 8013, Statesboro, GA, 30460-8013, USA

    Alejandro José Gallard Martínez

  2. Dalton State College, Dalton, GA, USA

    René Antrop-González

Authors
  1. Alejandro José Gallard Martínez
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  2. René Antrop-González
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Correspondence to Alejandro José Gallard Martínez.

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Gallard Martínez, A.J., Antrop-González, R. Toward Latin@ revisionings of decolonizing Western science and math. Cult Stud of Sci Educ 8, 755–758 (2013). https://doi.org/10.1007/s11422-013-9511-x

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  • DOI: https://doi.org/10.1007/s11422-013-9511-x

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