A Neoindigenous Perspective on Language Silencing in Science Education

Autor/inn/en	Seiler, Gale; Kwamboka, Hildah
Titel	A Neoindigenous Perspective on Language Silencing in Science Education
Quelle	In: Research in Science Education, 49 (2019) 4, S.1041-1053 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9852-x
Schlagwörter	Science Instruction; Teaching Methods; Biology; Agricultural Education; Summer Programs; African American Students; Cross Cultural Studies; Personal Narratives; Foreign Countries; Sociocultural Patterns; Teaching Experience; Science Programs; Foreign Policy; Learning Processes; Indigenous Knowledge; Standard Spoken Usage; Black Dialects; Language of Instruction; Language Attitudes; English; Kenya; United States + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sommerkurs; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Cultural comparison; Kulturvergleich; Erlebniserzählung; Ausland; Soziokulturelle Theorie; Außenpolitik; Learning process; Lernprozess; Gesprochene Sprache; Umgangssprache; Teaching language; Unterrichtssprache; Sprachverhalten; English language; Englisch; Kenia; USA
Abstract	The authors draw on their own experiences as practitioners, one as a Biology and Agriculture teacher in Kenya, and the other as an educator in a summer science program serving African American youth in a city in the Midwestern United States. They document and analyze moments of language contestation and explore the use of the construct of neoindigenous to see in what ways it illuminates new understandings of continued colonization through language silencing in relation to science teaching and learning. A self-study methodology is used, which includes memory work, narrative, and conversation, and allows the researchers to fuse personal narrative and sociocultural exploration. What emerges are glimpses of what is lost and rendered valueless when English and the language of science are positioned as elite and correct. The research also shows the difficulty for educators of diminishing the power of science that is sustained by access to its language, even when they intentionally try to create hybrid spaces that value non-dominant student language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01