期刊名称：International Journal of Multicultural Education
电子版ISSN：1934-5267
出版年度：2019
卷号：21
期号：1
页码：42-61
DOI：10.18251/ijme.v21i1.1778
出版社：Eastern University
摘要：This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.
