ERIC Number: EJ945251
Record Type: Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 16
On Negotiating White Science: A Call for Cultural Relevance and Critical Reflexivity
Bettez, Silvia Cristina; Aguilar-Valdez, Jean Rockford; Carlone, Heidi B.; Cooper, Jewell E.
Cultural Studies of Science Education, v6 n4 p941-950 Dec 2011
This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's ("1986") work on "domains of teacher knowledge" and Ladson-Billings' ("1999") critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper "2011") and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.
Descriptors: Video Technology, Teacher Characteristics, Culturally Relevant Education, Science Education, Science Instruction, Science Teachers, Teacher Role, Equal Education, Reflection, Whites, Racial Differences, African American Students, Rural Schools, Knowledge Base for Teaching, Critical Theory, Educational Theories, Multicultural Education
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A