Full Description
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.
Contents
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
