Bang, M. (2006). Understanding Students’ Epistemologies: Examining Practice and Meaning in Community Contexts. Doctoral Dissertation, Northwestern University.

Bang, M., Medin, D., & Atran, S. (2007).  Cultural Mosaics and Mental Models of Nature. Proceedings of the National Academy of Sciences. 104, 13868-13874.

Bang, M. (2007). Understanding teacher expertise in primary science: A sociocultural approach. Science Education, 91(6), 1031-1033.

Medin, D.L.& Waxman, S.R. (2007). Interpreting asymmetries of projection in children’s inductive reasoning.  In A. Feeney & E. Heit (Eds.), Inductive Reasoning, 55-80. New York , NY : Cambridge University Press.

Medin, D.L., Unsworth, S.J., Hirschfeld, L. (2007).  Cultures, Categorization and Reasoning.  In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology, 615-644.  Guilford.

Atran, S. & Medin, D.L. (2008). The Native Mind and the Cultural Construction of Nature. Boston, MA.: MIT Press.

Medin, D.L. & Bang, M. (2008). Perspective Taking, Diversity and Partnerships.  American Psychological Association. 22(2) online.

Bang, M. (2009). Indigenous knowledge and education: Sites of struggle, strength, and survivance. Science Education, 93(5), 958-959.

Bang, M., Medin, D., and Cajete, G. (2009). Improving Science Education for Native Students: Teaching Place Through Community. SACNAS. Spring 09.

Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008-1026.

Medin, D., Waxman, S., Woodring, J., & Washinawatok, K. (2010). Human-centered reasoning is not a universal feature of young children’s reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development. 25(3), 197-207.

Winkler-Rhoades, N., Medin, D. L., Waxman, S. R., & Woodring, J., Ross, N. O. (2010). Naming the animals that come to mind: Effects of culture and experience on category fluency. Journal of Cognition and Culture. 10, 205-220.

Anggoro, F., Medin, D. & Waxman, S. (2010). Language and Experience Influence Children’s Biological Induction. Journal of Cognition and Culture. 10, 171-187.

Medin, D.L., Bennis, W. & Chandler, M. (2010). The Home Field Disadvantage. Perspectives on Psychological Science. 5(6), 708-713, doi:10.1177/1745691610388772

Medin, D., Waxman, S., Woodring, J., & Washinawatok, K. (2010). Human-centered reasoning is not a universal feature of young children’s reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development.

Unsworth, S., Medin, D.L., (2010). Concept Learning. In E. Baker, P. Peterson, B. McGaw (Eds.) International Encyclopedia of Education, 3rd. Ed. Elsevier 2010.

Herrmann, P., Waxman, S.R., & Medin, D.L. (2010). Anthropocentrism is not the first step in children’s reasoning about the natural world. Proceedings of the National Academy of Sciences.

Leddon, E.M., Waxman, S.R., Medin, (2011). What does it mean to ‘live’ and ‘die’? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology, 29 (3): 375-395.

Herrmann, P., Medin, D.L., Waxman, S.R. (2012).When Humans Become Animals: Development of the Animal Category in Early Childhood. Cognition. 122(1):74-79.available online: doi:10.1016/j.cognition.2011.08.011

Unsworth, S. J., Levin, W., Bang, M., Washinawatok, K., Waxman, S. R., & Medin, D. L. (2012). Cultural Differences in Children’s Ecological Reasoning and Psychological Closeness to Nature: Evidence from Menominee and European American Children. Journal of Cognition and Culture, 12(1-2), 1-2.

Hermes, M., Bang, M., & Marin, A. (2012). Designing Indigenous Language Revitalization. Harvard Educational Review, 82(3), 381-402.

Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5-6), 302-318. Click Here

Dehghani, M., Bang, M., Medin, D., Marin, A., Leddon, E., & Waxman, S. (2013). Epistemologies in the Text of Children’s Books: Native-and non-Native-authored books. International Journal of Science Education, 35(13), 2133-2151.

Bang, M., Marin, A., Faber, L., & Suzukovich, E. S. (2013). Repatriating Indigenous Technologies in an Urban Indian Community. Urban Education, 48(5), 705-733.

Medin, D., & Bang, M. (2013). Culture in the Classroom. Phi Delta Kappan, 95(4): 64-67.

Bang, M., Curley, L., Kessel, A., Marin, A., & Suzokovich, E. (2014). Muskrat Theories, Tobacco in the Streets, and Living Chicago as Indigenous Lands. Environmental Education Research, 19 (1).

Waxman, S., Herrmann, P., Woodring, J., Medin, D. (2014). Humans (really) are animals: Picture-book reading influences five-year-old urban children’s construal of the relation between humans and non-human animals. Frontiers in Developmental Psychology. doi: 10.3389/fpsyg.2014.00172

Medin, D. & Bang, M. (in press). The Cultural Side of Science Communication. Proceedings of the National Academy of Sciences.

Bang, M., Alfonso, J., Faber, L., Marin, A., Marin, M., Waxman, S.R., Woodring, J. & Medin, D.L. (submitted). Perspective Taking and Psychological Distance in Children’s Picture Books: Differences between Native and Non-Native Authored Books. Cognition.

Suzukovich III, Eli S. (in review). “Kiskinwahamâtowin (Learning together): Outdoor Classrooms and Prairie Restoration in an Urban, American Indian Community.” City Creatures. University of Illinois Press (2014)

Suzukovich III, Eli S. (Accepted) “Mônahaskwêwin pahki-nahâpaminâkonan (harvesting is a part of our identity): Harvesting as a Traditional Land Use and Technology Paradigm.” (2012). Chapter, Accepted Collection: Encyclopedia of Diversity in Education

Suzukovich III, Eli S. (Contributor) “Indigenous Chicago.” Chapter 1. Urban Renewal or Urban Removal? Urban Renewal or Urban Removal? A Grassroots Look at Chicago’s Land Grabs and the Struggle for Home and Community. Contributing Author. Chicago, IL: Chicago Grassroots Curriculum Task Force. November, 2012

Unsworth, S. J. (under revision) Storytelling and Gesture Practices Support Cultural Variation in Orientations toward Nature. Cognitive Science (Submitted January, 2009)


Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally based science education through partnerships and community. In New Science of Learning (pp. 569-592). Springer New York.

Bang, M. (2012). Indigenous Knowledge and Science Education. In Banks, J. A. (Ed.). (2012). Encyclopedia of Diversity in Education Volume 1 (pp. 1165-1170). SAGE Publications, Incorporated.

Leddon, E. M., Waxman, S. R., Medin, D. L., Bang, M., & Washinawatok, K. (2012.) In G. Hayes & M. Bryant (Eds.), Psychology of Culture. In Psychology of Emotions, Motivations and Actions: Focus on Civilizations and Cultures Series. Hauppauge, NY: Nova Science Publishers.

Medin, D., ojalehto, b., Marin, A., & Bang, M. (2013). Culture and epistemologies: putting culture back into the ecosystem. To appear in: M. Gelfand, CY Chiu, & Y-Y. Hong (Eds.), Advances in Culture and Psychology Series, Oxford University Press.

Bang, M. (2013). Indigenous Students. In D. Gunstone (ed.), Encyclopedia of Science Education. Springer.

Medin, D., ojalehto, b., Waxman, S., & Bang, M. (2013). Relations: language, epistemologies, categories and concepts. To appear in: E. Margolis & S. Laurence, (Eds.), Concepts: New Directions. Cambridge, MA: The MIT Press.

Hermes, M. & Bang, M. (2014). Theory and Advocacy for Language Revitalization in the United States. In Handbook of Educational Linguistics. Routledge Press.

Medin, D.L. & Bang, M. (2014). Who’s asking?: Native Science, Western Science and Science Education. Cambridge, MA: The MIT Press.

Abrams, E., Yore, L., Bang, M. Brayboy, B., Castagno, A., Kidmann, J., Huei, L., Villanueva, M., Wang, M., Webb, P., & Yen, C. (in press). Culturally Relevant Schooling in Science for Indigenous Learners Worldwide: Stressing the All in Science Literacy. In Handbook of Research on Science Education.

Bang, M., Brown, B., Calabrese Barton, A., Rosebery, A., Warren, B. (in press). Reframing Diversity: Expanding Relationships between Students, Teachers, and Science Practices. To appear in: Passmore, C.,  Reiser, B., and Schwart, C. (Eds.), Next Generation Science Standards for Practioners.


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