NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924308
Record Type: Journal
Publication Date: 2011-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1871-1502
Cultural Resources of Minority and Marginalised Students Should Be Included in the School Science Curriculum
Chigeza, Philemon
Cultural Studies of Science Education, v6 n2 p401-412 Jun 2011
This paper responds to Schademan's "What does playing cards have to do with science? A resource-rich view of African American young men", and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies that affirm minority and marginalised students' lived languages, experiences and knowledge in their learning.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A