This edited book, containing 15 chapters from some of the leading figures in the field, aims to bring in voices, communities and perspectives that are not often presented in mainstream science education.
Providing an international spread of contributions reflecting the field, including
Australia, Canada, Chile, China, New Zealand, Singapore, the UK and the
USA, it also includes research in areas where mainstream science education is sensitive to the complexities that a culturally inclusive education calls for. The book encourages academics and educators to think beyond the current science education paradigm that schools have adopted in many parts of the world.
This edited book, containing 15 chapters from some of the leading figures in the field, aims to bring in underrepresented voices, communities and perspectives to think beyond the current science education paradigm.
Arvustused
'Culture and Science Education is a bold and timely intervention into the future of STEM learning. Contributors from around the world challenge the myths that have been created about science as neutral, offering transformative strategies that centre on Indigenous, minoritized, and culturally diverse perspectives. This volume bridges theory and practice, from decolonizing curricula to empowering youth through socio-scientific inquiry, making a compelling case for systemic reform. More than a resource, it is a call to action for educators, researchers and policymakers to reimagine science education as inclusive, equitable and culturally attuned. * Alejandro J. Gallard Martínez, Georgia Southern University, USA * 'The contributions articulate a vision for reimagining science education through a lens of cultural responsiveness. Despite the diversity of epistemologies, frameworks, methods, and contexts, one thing that cuts across the contributions is that culturing responsive science education not only enhances scientific inquiry, but it also addresses educational disparities, historical and epistemological biases of science and science education, colonialism and structures of oppression. The book showcases that it is possible to do science education differently; by offering space and voice to minoritized communities, foregrounding Indigenous perspectives, promoting democratic learning and belongingness, decolonising science curricula, and re-building relations with the (non-) human world.' * Lucy Avraamidou, University of Groningen, The Netherlands *
Muu info
This edited book, containing 15 chapters from some of the leading figures in the field, aims to bring in underrepresented voices, communities and perspectives to think beyond the current science education paradigm.
Introduction, Wilton Lodge (University College London, UK) and Justin
Dillon (University College London, UK)
1. Culturally Responsive Pedagogy in Science Education: Insights, Challenges,
and Opportunities, Wilton Lodge (University College London, UK) and Justin
Dillon (University College London, UK)
2. Responding to Culture: Cultural Responsiveness Across International
Science Curricula, Alandeom W. Oliveira (University at Albany, SUNY, USA),
Zacharias C. Zacharia (University of Cyprus, Cyprus), Yvoni Pavlou
(University at Albany, SUNY, USA), Jaesung Park (University at Albany, SUNY,
USA) and Nursultan Japashov (University at Albany, SUNY, USA)
3. Growing Cultures of Critique and Altruism Through Science Education, Larry
Bencze (OISE, University of Toronto, Canada), Dave del Gobbo, Sarah El
Halwany (Universite de l'Ontario Francais, Canada), Gonzalao Guerrero
(University College London, UK), Sheliza Ibrahim (University of Toronto,
Canada) and Majd Zouda (OISE, University of Toronto, Canada)
4. Decolonising Science Education in the Global North: Learning from Global
South Voices and Practices, Haira Gandolfi (University of Cambridge, UK)
5. Transforming the culture of physics education in schools, John Connelly
(University College London, UK)
6. Teach-to-rule: resisting populist policies that inhibit collective growth
in science classrooms., Logan Petlak and Jesse Bazzul (University of Regina,
Canada)
7. A Cultural-Historical Study of Responsive Science Learning of Infants,
Toddlers and Three-Year-Old Children: Amplifying Girls Access, Engagement
and Learning, Marilyn Fleer (Monash University, Australia)
8. Weaving a Future by Re-Building Relations through Water and the Land:
Inuit Youths Entanglement in a Water Stewardship Project, Jrene Rahm
(Universite de Montreal, Canada) to be co-written with Project Partners from
Pond Inlet, Nunavut
9. Teachers funds of knowledge for culturally responsive place-based
curriculum: The case for learning about plants in Aotearoa New Zealand,
Bronwen Cowie and Maurice Cheng (Waikato University, Aotearoa New Zealand)
10. Epistemic brokering in transdisciplinary postdigital science education,
Eun-Ji Amy Kim (Griffith University, Australia) and Sara Tolbert (University
of Canterbury, Aotearoa New Zealand)
11. Culturally Responsive Vaccine Education, Michael J. Reiss (University
College London, UK)
12. Culturally relevant approaches to critical witnessing: How minoritized
youth make sense of real-time socio-scientific crises, Wessam Sedawi and
Angela Calabrese Barton (University of Michigan, USA)
13. Conscious science classrooms: Fostering belonging in STEM through
contemplative pedagogy and culturally responsive practices, Sunyata Smith
(Lehman College, CUNY, USA), Wesley Pitts (Lehman College, CUNY, USA) and
Eleanor Williams (Graduate Center, CUNY, USA)
14. Valuing Science as Culture in Integrated STEM Teaching, Sherwin John San
Buenaventura Mabulo, Teo Tang Wee, Tan Aik Ling and Wei Xiang Adrian Ong
(National Institute of Education, Nanyang Technological University,
Singapore)
15. Culturally diverse teaching and learning in Austrian science classrooms,
Kathrin Otrel-Cass and Melanie Gürentz (University of Graz, Austria)
Concluding Remarks, Wilton Lodge (University College London, UK) and Justin
Dillon (University College London, UK)
Index
Wilton Lodge is Lecturer (Teaching) and Departmental Inclusion Lead in the department of Curriculum, Pedagogy and Assessment at IOE, UCLs Faculty of Education and Society, University College London, UK. He is a former school teacher and headteacher with experience in Jamaica and the UK.
Justin Dillon is Professor of Science and Environmental Education in the department of Curriculum, Pedagogy and Assessment at IOE, UCLs Faculty of Education and Society, University College London, UK. He is a former school teacher and head of department.
