TY - JOUR
T1 - Culture, food, and language
T2 - Perspectives from immigrant mothers in school science
AU - Hagiwara, Sumi
AU - Barton, Angela Calabrese
AU - Contento, Isobel
PY - 2007/4
Y1 - 2007/4
N2 - 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.
AB - 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.
KW - Culture
KW - Dominican mothers
KW - Immigrant parents
KW - Language
KW - Parent involvement
UR - http://www.scopus.com/inward/record.url?scp=34547551191&partnerID=8YFLogxK
U2 - 10.1007/s11422-007-9063-z
DO - 10.1007/s11422-007-9063-z
M3 - Article
AN - SCOPUS:34547551191
SN - 1871-1502
VL - 2
SP - 475
EP - 515
JO - Cultural Studies of Science Education
JF - Cultural Studies of Science Education
IS - 2
ER -