Imaginary Subjects: School Science, Indigenous Students, and Knowledge-Power Relations

Autor/inn/en	Kidman, Joanna; Abrams, Eleanor; McRae, Hiria
Titel	Imaginary Subjects: School Science, Indigenous Students, and Knowledge-Power Relations
Quelle	In: British Journal of Sociology of Education, 32 (2011) 2, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Urban Schools; Indigenous Populations; Scientific Principles; Foreign Countries; Developed Nations; Educational Environment; Minority Groups; Science Curriculum; Culturally Relevant Education; Pacific Islanders; Self Concept; Science Education; Power Structure; Student Attitudes; Middle School Students; Indigenous Knowledge; Malayo Polynesian Languages; Language of Instruction; New Zealand + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sinti und Roma; Ausland; Developed countries; Industriestaat; Industrieland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnische Minderheit; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Selbstkonzept; Naturwissenschaftliche Bildung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching language; Unterrichtssprache; Neuseeland
Abstract	The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or "relevant" to students from indigenous or minority groups. In this paper the findings of a study conducted with indigenous Maori children between the ages of 10 and 12 years are discussed. The purpose of the study was to examine the ways that indigenous children in an urban school environment in New Zealand position themselves in relation to school science. Drawing on the work of Basil Bernstein, we argue that although the interplay between emergent cultural identity narratives and the formation of "science selves" is not as yet fully understood, it carries the potential to open a rich seam of learning for indigenous children. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10