Culturally Relevant/Responsive and Sustaining Pedagogies in Science Education: Theoretical Perspectives and Curriculum Implications

Autor/inn/en	Smith, Theila; Avraamidou, Lucy; Adams, Jennifer D.
Titel	Culturally Relevant/Responsive and Sustaining Pedagogies in Science Education: Theoretical Perspectives and Curriculum Implications
Quelle	In: Cultural Studies of Science Education, 17 (2022) 3, S.637-660 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Theila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-021-10082-4
Schlagwörter	Teaching Methods; Culturally Relevant Education; Sustainability; Science Education; Educational History; Art Education; STEM Education; Program Design; Disadvantaged; Foreign Countries; Young Children; Community Education; Parents; Netherlands; Surinam; Aruba + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Naturwissenschaftliche Bildung; History of education; Bildungsgeschichte; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Programme design; Programmaufbau; Programmplanung; Ausland; Frühe Kindheit; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Eltern; Niederlande
Abstract	The main focus of this paper is to put forward an argument about the value of asset-based, culturally relevant/responsive and sustaining pedagogies in science education, especially in former colonial contexts. Countering the framing hegemony of science education through a historically Euro-dominant lens, we call for a critical analysis of the state of science education in the Netherlands by exploring, specifically, the Dutch Caribbean community which includes Suriname and the former Dutch Antilles and Aruba and the need to respond with a more culturally relevant and sustaining pedagogical stance. In doing so, we provide a concrete example of a CR-SP-focused community-based STEAM program for young children and their parents in the north of the Netherlands. We hope that this paper will provide the foundation to springboard conversations among educators and researchers with an interest in designing, enacting and researching CR-SP-informed programs and curricula geared for historically marginalized families and children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01