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ERIC Number: EJ1121599
Record Type: Journal
Publication Date: 2016-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1871-1502
Valuing Difference in Students' Culture and Experience in School Science Lessons
Banner, Indira
Cultural Studies of Science Education, v11 n4 p1071-1079 Dec 2016
Susan Harper writes about how a cross-cultural learning community can be formed where people from different cultures are not simply assimilated into a school science community but are seen and heard. This makes learning reciprocal and meaningful for both recent refugees and the dominant population. Although maybe not refugees, students from poorer backgrounds in many countries are less likely to choose science at a post-compulsory level. This article discusses some of the potential barriers that are faced by many of these students, that prevent them from participating in school science. It suggests how people involved in school science might address these issues to allow a smoother cultural border crossing between the students' cultures and school science culture by reducing the significance of the crossing. [This review essay addresses issues raised in Susan Harper's paper entitled, "Keystone Characteristics That Support Cultural Resilience in Karen Refugee Parents" (EJ1121581).]
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A