A Science Education Learning Community Story.

Overview & Synopsis

This paper examines the establishment of a collaborative science education learning community over a five-year period. By assuming a pluralistic theoretical perspective which has been influenced by post-critical theory, postmodernism/poststructuralism, and feminism, focus is placed on the challenges experienced in developing a learning community among student teachers, classroom teachers, and university faculty. A consideration of the role that "scared stories" have in maintaining the established power and knowledge relationships and in maintaining the master narratives in higher education is included. (Contains 26 references.) (Author/DDR)