NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ995034
Record Type: Journal
Publication Date: 2013-Feb
Pages: 22
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1571-0068
Indigenous Students' Experiences of the Hidden Curriculum in Science Education: A Cross-National Study in New Zealand and Taiwan
Kidman, Joanna; Yen, Chiung-Fen; Abrams, Eleanor
International Journal of Science and Mathematics Education, v11 n1 p43-64 Feb 2013
The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; Taiwan