TEACHING SCIENCE WITH HOMELESS CHILDREN - PEDAGOGY, REPRESENTATION, AND IDENTITY

In this article, I explore the question of what it means to create a s cience for all from the vantage point of urban homeless children. I dr aw on the work of critical and feminist scholars in science and educat ion, as well as my own teaching and research with urban homeless child ren, to question how inclusive the science education community is in i ts efforts to understand the margins of science for all. I frame this analysis through the pedagogical questions of representation in scienc e (what science is made to be) and identity in science (who we think w e must be to engage in that science).