Type:

Other

Description:

This article draws on Latina/Latino studies to offer physics education a potential framework for reconceptualizing the “knowledge” teachers will need to engage marginalized students. Drawing on Gloria Anzaldúa's notion of Nepantla (a liminal space that facilitates transformation), I offer examples of teacher candidates as they come to recognize multiple realities in teaching mathematics to urban high school students. I suggest that as we prepare teachers, we must help them not only recognize a state of Nepantla (to see and participate in multiple realities) but also come to expect the uneasiness with being in that space as it offers potential for new knowledge.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,Multimedia,educational aids,Higher Education,Physics Education Research,General,General Physics,Social Sciences,Graduate/Professional,scientific information systems,Sample Population,PERC 2008,Computers,research and development management,oai:nsdl.org:2200/20090507002314244T,student experiments,Physics,Computing and Information,Setting: Urban,educational courses,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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