TY - JOUR
AU - Richardson Bruna, Katherine
AB - Cult Scie Edu (2007) 2:61–71 DOI 10.1007/s11422-006-9042-9 FO RUM Angela Calabrese Barton Æ Jaime Grinberg Æ Katherine Richardson Bruna Received: 16 October 2006 / Accepted: 16 October 2006 / Published online: 22 December 2006 Springer Science+Business Media B.V. 2006 This study presents us with a number of issues that add complexity to the taken-for- granted practices of teaching immigrant children in the US. Furthermore, by con- textualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-a-vis the globalizing dimension of eth- noscapes, 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 
TI - Pigs and Packers
JF - Cultural Studies of Science Education
DO - 10.1007/s11422-006-9042-9
DA - 2007-01-01
UR - https://www.deepdyve.com/lp/springer-journals/pigs-and-packers-G7YHB9EP8n
SP - 61
EP - 71
VL - 2
IS - 1
DP - DeepDyve
ER -