Rethinking Scientific Literacy presents a new perspective on science learning as a tool for improving communities. By focusing on case studies inside and outside of the classroom, the authors illuminate the relevance of science in students' everyday lives, offering a new vision of scientific literacy that is inextricably linked with social responsibility and community development. The goal if not tote memorization of facts and theories, but a broader competency in scientific thinking and the ability to generate positive change.

Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science and Science Education, University of Victoria.
Angela Calabrese Barton is Associate Professor of Science Education and Director of Science Education, Department of Math, Science, and Technology, Teachers College, Columbia University.

1. Science as Collective Praxis, Literacy, Power, and Struggle for a Better World 2. Scientific Literacy as Emergent Feature of Collective Praxis 3. Scientific Literacy, Hegemony, and Struggle 4. Politics, Power, and Science in Inner-City Communities 5. Margin and Center 6. Constructing Scientific Dis/Ability 7. Science Education as and for Citizen Science 8. Dangerous Teaching: Using Science as Tool and Context for Social Justice