Culture, food, and language

Perspectives from immigrant mothers in school science

Sumi Hagiwara, Angela Calabrese Barton, Isobel Contento

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)

Abstract

The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as 'insiders' in a science classroom.

Original languageEnglish
Pages (from-to)475-499
Number of pages25
JournalCultural Studies of Science Education
Volume2
Issue number2
DOIs
StatePublished - 1 Apr 2007

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Keywords

  • Culture
  • Dominican mothers
  • Immigrant parents
  • Language
  • Parent involvement

Cite this

Hagiwara, Sumi ; Barton, Angela Calabrese ; Contento, Isobel. / Culture, food, and language : Perspectives from immigrant mothers in school science. In: Cultural Studies of Science Education. 2007 ; Vol. 2, No. 2. pp. 475-499.
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Culture, food, and language : Perspectives from immigrant mothers in school science. / Hagiwara, Sumi; Barton, Angela Calabrese; Contento, Isobel.

In: Cultural Studies of Science Education, Vol. 2, No. 2, 01.04.2007, p. 475-499.

Research output: Contribution to journalArticleResearchpeer-review

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