Counter-Storying the Grand Narrative of Science (Teacher) Education: Towards Culturally Responsive Teaching

Autor/in	Taylor, Peter Charles
Titel	Counter-Storying the Grand Narrative of Science (Teacher) Education: Towards Culturally Responsive Teaching
Quelle	In: Cultural Studies of Science Education, 6 (2011) 4, S.795-801 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9368-9
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Graduate Students; Science Teachers; World Views; Whites; Cultural Differences; Case Studies; Science Education; Science Instruction; Teacher Role; Culturally Relevant Education; Multicultural Education; Critical Theory; Educational Philosophy; Educational Environment + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; World view; Weltanschauung; White; Weißer; Kultureller Unterschied; Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Multikulturelle Erziehung; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	John Settlage's article--"Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default"--outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different "other." Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John's pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10