Cultural Diversity in Science Education through "Novelization": Against the "Epicization" of Science and Cultural Centralization

Autor/inn/en	van Eijck, Michiel; Roth, Wolff-Michael
Titel	Cultural Diversity in Science Education through "Novelization": Against the "Epicization" of Science and Cultural Centralization
Quelle	In: Journal of Research in Science Teaching, 48 (2011) 7, S.824-847 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20422
Schlagwörter	Science Education; Cultural Context; Context Effect; Cultural Pluralism; Centralization; Global Approach; World Views; Educational Attitudes; Democracy; Communication (Thought Transfer); Teaching Methods; Foreign Countries; Theory Practice Relationship; Time Perspective; Netherlands + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kulturpluralismus; Centralisation; Zentralisierung; Globales Denken; World view; Weltanschauung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Demokratie; Communication; thought; Kommunikation; Gedanke; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Theorie-Praxis-Beziehung; Zeitbezug; Niederlande
Abstract	Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate "epicization" and "novelization" as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of "epicization," towards a unitary language and to cultural centralization. We then propose "novelization" as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. (Contains 3 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10