Cultural resources of minority and marginalised students should be included in the school science curriculum
Chigeza, Philemon (2011) Cultural resources of minority and marginalised students should be included in the school science curriculum. Cultural Studies of Science Education, 6 (2). pp. 401-412.
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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.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||capacity building, Indigenous students, cultural resources, cultural disposition, marginalised students|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%|
|Deposited On:||16 Jun 2011 08:23|
|Last Modified:||02 Aug 2011 13:06|
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