This edited book, containing 15 chapters from some of the leading figures in the field, aims to bring in voices, communities and perspectives that are not often presented in mainstream science education.
Providing an international spread of contributions reflecting the field, including
Australia, Canada, Chile, China, New Zealand, Singapore, the UK and the
USA, it also includes research in areas where mainstream science education is sensitive to the complexities that a culturally inclusive education calls for. The book encourages academics and educators to think beyond the current science education paradigm that schools have adopted in many parts of the world.
Introduction, Wilton Lodge (University College London, UK) and Justin Dillon (University College London, UK)
Part I: The Big Picture
1. Beyond Categories: Patterns, Trends and Directions in Socio-Culturally Responsive Science Education Research, Kathryn Scantlebury (University of Delaware, USA), Catherine Milne (New York University, USA) and Christina Siry (University of Luxembourg, Luxembourg)
2. Responding to Culture: Culturally Responsive Science Curricula Around the World, Alandeom W. Oliveira (University at Albany, SUNY, USA), Zacharias C. Zacharia (University of Cyprus, Cyprus), Yvoni Pavlou (University at Albany, SUNY, USA), Jaesung Park (University at Albany, SUNY, USA) and Nursultan Japashov (University at Albany, SUNY, USA)
3. School Science Promoting Eco-Socialist Societies: Voices for ‘Silenced’ Cultures, Larry Bencze (OISE, University of Toronto, Canada), Sarah El Halwany (Universite de l'Ontario Francais, Canada), Gonzalao Guerrero (University College London, UK), Sheliza Ibrahim (University of Toronto, Canada) and Majd Zouda (OISE, University of Toronto, Canada)
Part II: Regional and National Perspectives
4. Decolonising Science Education in the Global North: Learning from Global South Voices and Practices, Haira Gandolfi (University of Cambridge, UK)
5. How Social Class Shapes Physics Education in England, John Connelly (University College London, UK)
6. “Teach To Rule”; Resistance to Government-Imposed Policies that Inhibit Critical Thought and Collective Growth in Science Classrooms, Logan Petlak and Jesse Bazzul (University of Regina, Canada)
Part III: Pedagogical Approaches
7. A Cultural-Historical Study of Responsive Science Learning of Infants, Toddlers and Three-Year-Old Children: Amplifying Girls’ Access, Engagement and Learning, Marilyn Fleer (Monash University, Australia)
8. Land/Learning: Peering into Another Way of Life, Les Skinner (Independent educator), Victoria Delorme, Jerine Pegg, Kerry Rose, Mijung Kim and Janelle McFeetors (University of Alberta, Canada)
9. Weaving a Future by Re-Building Relations through Water and the Land: Inuit Youths’ Entanglement in a Water Stewardship Project, Jrene Rahm (Universite de Montreal, Canada) to be co-written with Project Partners from Pond Inlet, Nunavut
10. Student and Teacher Funds of Knowledge for Culturally Responsive and Sustaining Curriculum, Bronwen Cowie and Maurice Cheng (Waikato University, Aotearoa New Zealand)
11. Epistemic Brokering in Postdigital Science Education, Eun-Ji Amy Kim (Griffith University, Australia) and Sara Tolbert (University of Canterbury, Aotearoa New Zealand)
12. Culturally Responsive Vaccine Education, Michael J. Reiss (University College London, UK)
13. Culturally Responsive Approaches to Critical Witnessing: How Arab Minority Youth in Israel Make Sense of the Covid-19 Pandemic, Wessam Sedawi and Angela Calabrese Barton (University of Michigan, USA)
14. Conscious Science Classrooms: Fostering Cultural Awareness through Contemplative Pedagogy and Culturally Relevant Practices, Sunyata Smith (Lehman College, CUNY, USA), Wesley Pitts (Lehman College, CUNY, USA) and Eleanor Williams (Graduate Center, CUNY, USA)
15. Culturally Responsive Practices in Curriculum Making: Translations from Professional Development to Local Science Classrooms, Teo Tang Wee and Tan Aik Ling (National Institute of Education, Nanyang Technological University, Singapore)
16. Forgotten Migrant Cultures: Culturally Responsive Pedagogies in Austrian Science Classrooms, Kathrin Otrel-Cass (University of Graz, Austria)
Concluding Remarks, Wilton Lodge (University College London, UK) and Justin Dillon (University College London, UK)
Index
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