Abstract
In this forum, I expand upon Teo and Osborne’s discussion of teacher agency and curriculum reform. I take up and build upon their analysis to further examine one teacher’s frustration in enacting an inquiry-based curriculum and his resulting accommodation of an AP curriculum. In this way I introduce the concept of misrecognition (Bourdieu and Passeron 1977) to open up new ways of thinking about science inquiry and school reform.
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Review essay on T. W. Teo and M. Osborne, Using symbolic interactionism to analyze a specialized STEM high school teacher’s experience in curriculum reform. Cultural Studies of Science Education. doi:10.1007/s11422-011-9364-0.
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Brandt, C.B. Misrecognition and science education reform. Cult Stud of Sci Educ 7, 579–583 (2012). https://doi.org/10.1007/s11422-012-9398-y
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DOI: https://doi.org/10.1007/s11422-012-9398-y