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  1. Doing Gender.Don H. Zimmerman & Candace West - 1987 - Gender and Society 1 (2):125-151.
    The purpose of this article is to advance a new understanding of gender as a routine accomplishment embedded in everyday interaction. To do so entails a critical assessment of existing perspectives on sex and gender and the introduction of important distinctions among sex, sex category, and gender. We argue that recognition of the analytical independence of these concepts is essential for understanding the interactional work involved in being a gendered person in society. The thrust of our remarks is toward theoretical (...)
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  • Women and their hair: Seeking power through resistance and accommodation.Rose Weitz - 2001 - Gender and Society 15 (5):667-686.
    This article explores how women seek power through both resisting and accommodating mainstream norms for female hair and delineates the strengths and limitations of these strategies. The data help to illuminate the complex role the body plays in sustaining and challenging women's subordinate position, how accommodation and resistance lie buried in everyday activities, the limits of resistance based on the body, and why accommodation and resistance are best viewed as coexisting variables rather than as polar opposites. Finally, these data suggest (...)
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  • How We Think.Sven Nilson & John Dewey - 1935 - Philosophical Review 44 (1):75.
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  • Science as Social Knowledge.Sharon L. Crasnow - 1992 - Hypatia 8 (3):194-201.
    In Science as Social Knowledge, Helen Longino offers a contextual analysis of evidential relevance. She claims that this "contextual empiricism" reconciles the objectivity of science with the claim that science is socially constructed. I argue that while her account does offer key insights into the role that values play in science, her claim that science is nonetheless objective is problematic.
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  • Science as Social Knowledge: Values and Objectivity in Scientific Inquiry.Helen E. Longino - 1990 - Princeton University Press.
    This is an important book precisely because there is none other quite like it.
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  • Dewey's philosophy and the experience of working: Labor, tools and language.Jim Garrison - 1995 - Synthese 105 (1):87 - 114.
    Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been Hegelian all the way (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to (...)
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  • Beliefs and realities.John Dewey - 1906 - Philosophical Review 15 (2):113-129.
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  • Experience and Nature.H. Wildon Carr - 1926 - Philosophical Review 35 (1):64.
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  • Ethics.John Dewey & James H. Tufts - 1908 - Revue de Métaphysique et de Morale 17 (6):17-17.
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  • Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks.Clark A. Chinn & Betina A. Malhotra - 2002 - Science Education 86 (2):175-218.
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  • Developing materials to promote inquiry: Lessons learned.Deborah J. Trumbull, Rick Bonney & Nancy Grudens‐Schuck - 2005 - Science Education 89 (6):879-900.
     
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  • Considering the nature of scientific problems when designing science curricula.James Stewart & John L. Rudolph - 2001 - Science Education 85 (3):207-222.
  • Understanding students' practical epistemologies and their influence on learning through inquiry.William A. Sandoval - 2005 - Science Education 89 (4):634-656.
  • Constructing School Success: the Consequences of Untracking Low-Achieving Students.H. Mehan, I. Villanueva, L. Hubbard & A. Lintz - 1997 - British Journal of Educational Studies 45 (3):312-312.
     
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  • Class Strategies and the Education Market: The Middle Classes and Social Advantage.Stephen Ball - 2004 - British Journal of Educational Studies 52 (4):433-436.
     
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