Transformative Pedagogy: Dinka Playgroups as Spaces for Cultural Knowledge Productions of Western Science

Autor/inn/en	Fleer, Marilyn; Adams, Megan; Gunstone, Richard
Titel	Transformative Pedagogy: Dinka Playgroups as Spaces for Cultural Knowledge Productions of Western Science
Quelle	In: Cultural Studies of Science Education, 14 (2019) 4, S.1045-1069 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-018-9908-7
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Group Students; Preschool Children; Preschool Education; Culturally Relevant Education; Transformative Learning; Immigrants; Science Education; Play; Teaching Methods; Access to Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Pädagogische Transformation; Immigrant; Immigrantin; Immigranten; Naturwissenschaftliche Bildung; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for understanding the cultural nature of teaching Western science has become more urgent. The study reported in this paper sought to investigate pedagogical responses to everyday and scientific learning of pre-school children from a group of Dinka (South Sudanese) families now living in a large Australian city. Adopting a cultural-historical methodology, we analyzed 42 h of digital video observations of 34 children, one teacher and 22 parents during their participation in a regular play group in their community. We identified four pedagogical approaches being used to support children's learning. The videos capture how the use of observational pedagogy, physically helping pedagogy [in the spirit of Barbra Rogoff's (Hum Dev 57:69-81, 2014. 10.1159/000356757) "pitching in"], verbally helping pedagogy, and embedded scientific narratives, supported new forms of cultural knowledge production by the children. The study suggests that together these relational dimensions of the pedagogy in the playgroup are "transformative" because they support genuine access and participation to other forms of cultural knowledge, such as Western science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01