Abstract
Science education has become a valuable market tool, serving the knowledge economy and technocratic workforce that celebrates individualism, meritocracy, entrepreneurship, rational thought, and abstract knowledge. Field ecology, however, could be a modest, but imaginable contestation of market-driven neoliberal ideology. We explored diverse high school youths’ meaning making of a summer field ecology research experience. Youths’ narratives, elicited with a modified card sort and qualitative interviews, highlight the cognitive, social, emotional, and physical aspects of learning demonstrating considerably broader views of knowledge, meanings of the natural world and their place within it, and access to scientific practices than implied by neoliberalism.
Original language | English |
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Pages (from-to) | 199-211 |
Number of pages | 13 |
Journal | Mind, Culture, and Activity |
Volume | 23 |
Issue number | 3 |
DOIs | |
State | Published - Jul 2 2016 |
Scopus Subject Areas
- Social Psychology
- Cultural Studies
- Language and Linguistics
- Education
- Developmental and Educational Psychology
- Anthropology
- Cognitive Neuroscience