Abstract
In this theoretical chapter I address the critical factor of context in creating equity in education in general and in the teaching and learning of science education in particular in a globalized world. I argue that education alone cannot be effective in improving the human condition as prevailing contextual factors such as poverty, racism, sexism, classism and inequitable attention to social justice issues are inextricably intertwined within the context in which they are enacted. I further argue that the negative forces of globalization far outnumber the positive outcomes of globalization and that the unequal distribution of limited resources among the powerful and the disenfranchised, the haves and the have-nots, cannot be equalized until stakeholders consider the implications of the prevailing context and its associated sociohistorical legacy in the acquisition of cultural, economic, social, and political capital of the learner in the age of globalization.
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Martínez, A.J.G. (2013). The Imperative of Context in the Age of Globalization in Creating Equity in Science Education. In: Bianchini, J.A., Akerson, V.L., Barton, A.C., Lee, O., Rodriguez, A.J. (eds) Moving the Equity Agenda Forward. Cultural Studies of Science Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4467-7_5
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