Exploring Nature of Criticality in High School Science Teaching: Sociopolitical Consciousness in Multicultural Science Education

Autor/inn/en	Tilsen, Jenny; Forrester, Jessica; Upadhyay, Bhaskar
Titel	Exploring Nature of Criticality in High School Science Teaching: Sociopolitical Consciousness in Multicultural Science Education
Quelle	In: Cultural Studies of Science Education, 16 (2021) 4, S.1183-1195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-021-10044-w
Schlagwörter	Critical Theory; High School Students; Science Teachers; Science Education; Multicultural Education; Social Change; Culturally Relevant Education; Consciousness Raising; Political Attitudes; Developing Nations; Foreign Countries; Nepal + Suchen Sie Ihr Suchwort? Kritische Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Multikulturelle Erziehung; Sozialer Wandel; Bewusstseinsbildung; Political attitude; Politische Einstellung; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	In this forum, we discuss the need for multicultural education that is supported by culturally relevant pedagogy to fashion science teaching that intimately connects science content to students' sociocultural and linguistic experiences. In Nepal, teacher education programs and teachers' pedagogical practices view students' multiple cultural and linguistic backgrounds as afterthoughts rather than an integral part of being an effective science teacher. This kind of lack of recognition of multicultural education and cultural relevancy in science teaching fails to excite students to learn science and find its use in social change and personal transformation. We also extend the findings from a single teacher case study into the larger issues of theoretical alignments when exploring science teachers and teaching in the Global South. Additionally, we believe multicultural science education and culturally relevant pedagogy needs to go hand-in-hand if the goal of science teaching and learning is for equity, social change, and sociopolitical consciousness. Finally, we argue that multicultural and culturally relevant science education is influential theories to understand Nepali science teachers, students, and their successes and struggles. [This review essay addresses issues raised in Kamal Prasad Koirala's "Multicultural Classroom Teaching in Nepal: Perspectives and Practices of a Secondary Level Science Teacher" (EJ1319846).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01