| Reference : Networks of practice in science education research: A global context |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/15214 | |||
| Networks of practice in science education research: A global context | |
| English | |
| Martin, Sonya, N. [] | |
Siry, Christina  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >] | |
| Aug-2011 | |
| Journal of Research in Science Teaching | |
| John Wiley & Sons, Inc | |
| 48 | |
| 6 | |
| Special issue on globalization in science education | |
| 592-623 | |
| Yes (verified by ORBilu) | |
| 0022-4308 | |
| [en] Globalization ; English language ; networks of practice ; forms of capital | |
| [en] In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely
disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from eleven international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but the also the global science education community. | |
| http://hdl.handle.net/10993/15214 |
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