TY  - BOOK
AU  - Kristen Schaffer
PY  - 2026
CY  - New York, United States of America
PB  - Peter Lang Verlag
SN  - 9783034354202
TI  - Children Do Science
T2  - Learning to Recognize Children’s Science
DO  - 10.3726/b23522
UR  - https://www.peterlang.com/document/1496294
N2  - This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.
KW  - Recognition, Equity, Funds of Science Knowledge, Critical Practitioner Inquiry
LA  - English
ER  -