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- W2104096273 abstract "This study presents us with a number of issues that add complexity to the taken-forgranted practices of teaching immigrant children in the US. Furthermore, by contextualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-a ` -vis the globalizing dimension of ethnoscapes, the debate forces us to engage in theorizing within the discourses of correspondence (reproduction), resistance, agency, and hope. In what follows we engage in conversation where we each take turns interrogating, problematizing, and playing the role of the provocateur in order to elicit dialog among us and to advance the tremendous ideas put forth in Pigs and Packers. Across our comments, we ultimately struggle with three big ideas: • How are youth’s and teachers’ stories about science, self and future constructed within the discourse of science learning, ELL, dissection, and immigrant status? What roles do teachers, curriculum, institutional structures and local, national, and global priorities play in constructing these stories? • How do youth and their teachers work to and/or learn to resist disrupt ‘‘normative stories’’ of science, self and future? • In what ways does place shape the construction of such narratives? Jaime: A powerful undercurrent across this text is place, and I find myself as a reader taking up my own place both with and against the text. My background is not in science education and my own high school science experiences were not in the US." @default.
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- W2104096273 date "2006-12-22" @default.
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- W2104096273 title "Pigs and Packers" @default.
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- W2104096273 doi "https://doi.org/10.1007/s11422-006-9042-9" @default.
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