Description
Authors Jean Barr and Lynda Birke explore the relationship of women and minorities to scientific knowledge. In academia, scientific fields remain largely an elitist masculine domain. The authors here survey the wide range of initiatives designed to encourage the entry of women and minorities into scientific training.
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The roots of the exclusion and alienation of women and minorities from scientific knowledge may well lie in how science itself is taught. While academic feminist critiques of science and science education are important, the authors believe that more attention has to be paid to what non-academics think and feel about science. Here is a starting point for developing a feminist pedagogy around science in the larger community.
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