Titlebook: Science Identities; Theory, method and r Henriette Tolstrup Holmegaard,Louise Archer Book 2022 Springer Nature Switzerland AG 2022 Science

Critical

Understanding and Contextualizing the Field of Science Identity Researchproduction and production; (2) interconnections between identity work and everyday practices; (3) intersections of power and identity work; (4) recognizing and pursuing new forms of local science focused on changing the field versus changing the individual, and; (5) attending to individuals’ agency

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“It Was Always About Relationships and It Was Awesome”: Girls Performing Gender and Identity in an Op 241–258, 1986; Yosso T J, Race Ethn Educ 8(1):69–91, ., 2005) that are valued in the OST space, and consider the exchange value these may have in other educational spaces. Data analysis demonstrates that performances of ‘pretty popular femininity’ (Read B, Francis B, Skelton C, Br J Soc Educ 32(2)

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Doing Geoscience: Negotiations of Science Identity Among University Students When Learning in the Filearning situations can help us unfold students’ identity work when establishing their disciplinary knowledge. As such, the chapter adds to the research field of science identity by bringing in the context of the discipline and how it intersects with the students’ negotiations of belonging in the di

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Identity Perspectives in Research on University Physics Education: What Is the Problem Represented tch, we highlight the implications of the various ways in which identity has been approached. We discuss the risks of some approaches representing students as “deficient” without problematizing physics itself, and highlight the under-explored potential of analysing identities, knowledge and social ju

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Exploring the Connections Between Student-Teacher-Administration Science Identities in Urban Settings: How do urban science teachers negotiate prevalent discourses of race, education, and science? How does this negotiation impact their science teacher identity development? Results indicate that while teachers are influenced by prevalent deficit-based and accountability focused discourses, they neg

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Science Teacher Identity Work in Colonized and Racialized Spacesre provided of nondominant science teachers working in educational systems rooted in a Eurocentric view of teaching, a Western view of science, and an ideology of Whiteness. This chapter also illustrates methodological choices that can be used to illuminate the fractures and (re)formation of identit