The Editor: S. Maxwell Hines is Associate Professor and Graduate Coordinator of Secondary Education at Hofstra University in New York. Her research and publication interests include multicultural science education; ethnicity, class, and gender in science teaching and learning; and the sociology of science.

Exklusives Verkaufsrecht für: Gesamte Welt.

Contents: Norvella P. Carter/Patricia J. Larke/Gail Singleton-Taylor/Erich Santos: Multicultural Science Education: Moving Beyond Tradition - Alberto J. Rodriguez: «Science for All» and Invisible Ethnicities: How the Discourse of Power and Good Intentions Undermine the National Science Education Standards - Roberta Ahlquist/Julie Kailin: Teaching Science from a Critical Multicultural Perspective - Mary M. Atwater/Denise Crockett: Prospective Teachers' Education World View and Teacher Education Programs: Through the Eyes of Culture, Ethnicity, and Class - Shirley Gholston Key: Enhancing the Science Interest of African American Students Using Cultural Inclusion - Paul McD. Rowland/Carol R. Adkins: Native American Science Education and Its Implications for Multicultural Science Education - Charles E. Simmons: Multicultural Science Education Program Demonstrates Equity and Excellence - Cathleen C. Loving/Bernard R. Ortiz de Montellano: Good Versus Bad Culturally Relevant Science: Avoiding the Pitfalls - Peter Ninnes: Rethinking Multicultural Science Education: Representations, Identities, and Texts - Samina Hadi-Tabassum: Defining a Theoretical Framework for Multicultural Science.

As a relatively new area of investigation, the study of multicultural education as it relates to science teaching and learning has spawned numerous interpretations by researchers and authors worldwide. The contributors of this international volume - among them are science teacher educators, science teachers, scientists, researchers, program directors, multicultural educators, and cultural anthropologists - were selected based on both their divergent and convergent perspectives on multicultural science education. By including contributors from a number of constituencies, this book offers a broad perspective on multicultural science education in addition to providing a vision for the future. Extensive literature reviews have also been included to assist the reader and focus discussion.