Decolonising the Science Curriculum in England: Bringing Decolonial Science and Technology Studies to Secondary Education

Autor/in	Gandolfi, Haira Emanuela
Titel	Decolonising the Science Curriculum in England: Bringing Decolonial Science and Technology Studies to Secondary Education
Quelle	In: Curriculum Journal, 32 (2021) 3, S.510-532 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gandolfi, Haira Emanuela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.97
Schlagwörter	Educational Change; Science Instruction; Teaching Methods; National Curriculum; Foreign Policy; Curriculum Development; Course Descriptions; Secondary School Students; Science and Society; Science Teachers; Teacher Collaboration; Critical Thinking; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Kritisches Denken; Ausland
Abstract	Recent 'decolonising the curriculum' movements have called for Higher Education to rethink how it engages with diversity and colonialism in its lectures and syllabi. But what can these ideas mean for science subjects in secondary schools? Grounded on a decolonial perspective around the Science and Technology Studies (STS) field, this paper explores the implications from decolonial perspectives for school science by addressing the following questions: how can science teachers decolonise mainstream science curricula such as the National Curriculum in England with inputs from the STS field? And, what can this endeavour bring to the teaching and learning of science? To support this investigation, a collaborative curriculum development endeavour with a science teacher at a comprehensive school in London/UK is explored. This experience involved planning and teaching four science topics from the National Curriculum in England to a year 8 classroom (students aged 12-13) and a qualitative investigation was carried out through interviews, observations and informal conversations over the school year. Findings reveal that rather than competing for space in an already overcrowded curriculum, decolonial ideas can help teachers to enrich and better integrate different science topics, while also addressing contemporary concerns about critical thinking and representativeness in (science) education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01