Literaturnachweis - Detailanzeige
Autor/inn/en | Seiler, Gale; Kwamboka, Hildah |
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Titel | A Neoindigenous Perspective on Language Silencing in Science Education |
Quelle | In: Research in Science Education, 49 (2019) 4, S.1041-1053 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0157-244X |
DOI | 10.1007/s11165-019-9852-x |
Schlagwörter | Science Instruction; Teaching Methods; Biology; Agricultural Education; Summer Programs; African American Students; Cross Cultural Studies; Personal Narratives; Foreign Countries; Sociocultural Patterns; Teaching Experience; Science Programs; Foreign Policy; Learning Processes; Indigenous Knowledge; Standard Spoken Usage; Black Dialects; Language of Instruction; Language Attitudes; English; Kenya; United States Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sommerkurs; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Cultural comparison; Kulturvergleich; Erlebniserzählung; Ausland; Soziokulturelle Theorie; Außenpolitik; Learning process; Lernprozess; Gesprochene Sprache; Umgangssprache; Teaching language; Unterrichtssprache; Sprachverhalten; English language; Englisch; Kenia; USA |
Abstract | The authors draw on their own experiences as practitioners, one as a Biology and Agriculture teacher in Kenya, and the other as an educator in a summer science program serving African American youth in a city in the Midwestern United States. They document and analyze moments of language contestation and explore the use of the construct of neoindigenous to see in what ways it illuminates new understandings of continued colonization through language silencing in relation to science teaching and learning. A self-study methodology is used, which includes memory work, narrative, and conversation, and allows the researchers to fuse personal narrative and sociocultural exploration. What emerges are glimpses of what is lost and rendered valueless when English and the language of science are positioned as elite and correct. The research also shows the difficulty for educators of diminishing the power of science that is sustained by access to its language, even when they intentionally try to create hybrid spaces that value non-dominant student language. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |