Actions for Sociopolitical Consciousness in a High School Science Class: A Case Study of Ninth Grade Class with Predominantly Indigenous Students

Autor/inn/en	Upadhyay, Bhaskar; Atwood, Erin; Tharu, Baliram
Titel	Actions for Sociopolitical Consciousness in a High School Science Class: A Case Study of Ninth Grade Class with Predominantly Indigenous Students
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 7, S.1119-1147 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21626
Schlagwörter	High School Students; Science Education; Thinking Skills; Indigenous Populations; Social Discrimination; Grade 9; Political Influences; Social Influences; Social Change; Classroom Communication; Critical Thinking; Course Content; Social Justice; Social Differences; Culturally Relevant Education; Diseases; Correlation; Consciousness Raising; Foreign Countries; Case Studies; Nepal + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Denkfähigkeit; Sinti und Roma; Soziale Benachteiligung; Soziale Schließung; School year 09; 9. Schuljahr; Schuljahr 09; Political influence; Politischer Einfluss; Sozialer Einfluss; Sozialer Wandel; Klassengespräch; Kritisches Denken; Kursprogramm; Soziale Gerechtigkeit; Sozialer Unterschied; Disease; Krankheit; Korrelation; Bewusstseinsbildung; Ausland; Case study; Fallstudie; Case Study
Abstract	This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students' SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01