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Autor/inn/enKidman, Joanna; Yen, Chiung-Fen; Abrams, Eleanor
TitelIndigenous Students' Experiences of the Hidden Curriculum in Science Education: A Cross-National Study in New Zealand and Taiwan
QuelleIn: International Journal of Science and Mathematics Education, 11 (2013) 1, S.43-64 (22 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1571-0068
DOI10.1007/s10763-012-9365-9
SchlagwörterIndigenous Populations; Elementary School Science; Foreign Countries; Socialization; Comparative Analysis; Elementary School Students; Science Curriculum; Hidden Curriculum; Science Instruction; Underachievement; Science Achievement; Cultural Influences; Teaching Methods; New Zealand; Taiwan
AbstractThe tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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