Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School

Autor/inn/en	Upadhyay, Bhaskar; Atwood, Erin; Tharu, Baliram
Titel	Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.518-536 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1869886
Schlagwörter	Science Teachers; Indigenous Populations; Cultural Awareness; Social Bias; Racial Bias; Racial Discrimination; Social Justice; Foreign Countries; Science Instruction; Critical Thinking; Grade 10; Nepal + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Cultural identity; Kulturelle Identität; Racial discrimination; Rassismus; Racial bias; Soziale Gerechtigkeit; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken
Abstract	This is a case study of a high school science teacher in an Indigenous public school in Nepal. In this paper, we share the success of the science teacher in antiracist and critical pedagogy in his science class. We focus specifically on how the science teacher was successful in drawing students to interact with historical and cultural discrimination through science. Our data analysis identified two themes showing successful antiracist and critical science teaching that is inclusive of diverse cultural experiences. The study points to potential for antiracist and critically oriented science education for social change in the context of the Global South. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01