Abstract
In this paper, we draw from a narrative life history approach to report in depth on the experiences of one teacher, Shagufta, in a high-poverty urban elementary school in Lahore, Pakistan. The purpose of reporting Shagufta's story is twofold. First, we want to make sense of her role as a science teacher - what should the children in her school learn in science, and why, if these children are expected by Pakistani society to leave formal education before the eighth grade? Second, what core tensions mark Shagufta's story as she has tried to craft her science teaching practice?
| Original language | English (US) |
|---|---|
| Pages (from-to) | 725-743 |
| Number of pages | 19 |
| Journal | Science Education |
| Volume | 89 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 2005 |
