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ABSTRACT In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity… Click to show full abstract
ABSTRACT In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.
Keywords:
science;
science education;
education policy;
pipeline
Journal Title: British Journal of Educational Studies
Year Published: 2017
Link to full text (if available)
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Journal Title: British Journal of Educational Studies
Year Published: 2017
Link to full text (if available)
Share on Social Media: Sign Up to like & get
recommendations!