Abstract
The purpose of the last chapter of this international handbook is to emphasize what is broadly known about the (a) histories of and theories and methods used in multicultural science education and (b) how science learning, teaching, curricula, science teacher education, higher education issues, and science education policies have been influenced by cultures around the world. But what is more important is what voices, perspectives, and insights are missing, and there are reasons for these omissions and exclusions. Finally, the authors of this chapter wish to attempt to outline a future research agenda for the theoretical, conceptual, and methodological frameworks for multicultural science education and possible derivations.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Attiah K (2021) Opinion: two voices of resistance to the critical race theory backlash in Oklahoma. The Washington Post, July 14. Retrieved from https://www.washingtonpost.com/opinions/2021/07/14/two-voices-resistance-critical-race-theory-backlash-oklahoma/
Atwater MM (2022) Her story and their stories: a historical account of multicultural science education. In: Atwater MM (ed) International handbook of research on multicultural education. Springer, Dordrecht
Balgopal MM, Gerardo NM, Tropden J, Gyatso K (2021) Sci Educ 105(3):473–497. https://doi.org/10.1002/sce.21616
Banks JA (1975) Teaching strategies for ethnic studies. Allyn & Bacon, Needham Heights
Banks JA (2006) Cultural diversity and education: foundations, curriculum and teaching, 5th edn. Allyn & Bacon, Boston
Banks JA, Banks CAM (2004) Introduction. In: Banks JA (ed) Handbook of research on multicultural education. Wiley, San Francisco, pp xi–xiv
Baptiste HP, Haynes Writer J (2021) Introduction. In: Baptiste HP, Writer JH (eds) Visioning multicultural education: past, present, future. Routledge, New York, pp 1–6
Barton AC, Tan E (2009) Funds of knowledge and discourse, and hybrid space. J Res Sci Teach 46(1):50–73
Bayne, G. (2012). Capturing essential understandings of the urban science learning environment. Learning Environments Research 15, 231–250
Bayne GU (2013) Coteaching, peer tutoring and curriculum writing: Lasting effects of involving students in talking about science. Pedagogies: International Journal of Education, 8(4), 369–383
Bell L, Stevenson H (2006) Policy and education. In: Bell L, Stevenson H (eds) Education policy process, themes and impact. Routledge, New York, pp 5–25. Retrieved from https://eprints.lincoln.ac.uk/id/eprint/1851/
Bryan LA, Atwater MM (2002) Teacher beliefs and cultural models: a challenge for science teacher preparation programs. Sci Educ 86(6):821–839
Chinn PWU (2007) Decolonizing methodologies and indigenous knowledge: the role of culture, place and personal experience in professional development. J Res Sci Teach 44(9):1247–1268. https://doi.org/10.1002/tea.20192
Crawley F, Koballa TR (1982) Hispanic –American students’ attitudes toward enrolling in high school chemistry: a study of planned behavior and belief-based change. Hisp J Behav Sci 14(4):469–486. https://doi.org/10.1177/07399863920144005
Delgado R, Stefancic J (2017) Critical race theory. New York University Press, New York. https://doi.org/10.18574/9781479851393
Denzin NK, Lincoln YS (1940) Introduction: entering the field of qualitative research. In: Denzin NK, Lincoln YS (eds) Handbook of qualitative research. SAGE, Thousand Oaks, pp 1–17
Dewey J (1916) Methods of teaching science. Sci Educ 1:3–9
Donald M (1991) Origins of the modern mind. Harvard University Press, Cambridge, MA
Donald M (2012) Evolutionary origins of autobiographical memory: a retrieval hypothesis. In: Berntsen D, Rubin D (eds) Understanding autobiographical memory: theories and approaches. Cambridge University Press, Cambridge, pp 269–289
Ferrini-Mundy J (2013, April 19) Driven by diversity. Science 340(6130): 278. https://science.sciencemag.org/content/340/6130/278.full
Gamble C, Gowlett J, Dunbar R (2014) Thinking big: how the evolution of social life shaped the human mind. Thames & Hudson, London
Gay G (2002) Preparing for culturally responsive teaching. J Teach Educ 53(2):106–116
Gordon I, Lewis J, Young K (1997) Perspectives on policy analysis. In: Hill M (ed) The policy process. Prentice Hall, London, pp 10–24
Gruenewald DA (2003) The best of both worlds: a critical pedagogy of place. Educ Res 32(4):3–12
Hodson D (2001) Inclusion without assimilation: science education from an anthropological and metacognitive perspective. Can J Sci Math Technol Educ 1:161–182. https://doi.org/10.1080/14926150109556459
Hogberg A, Gardenfors P (2015) Children, teaching, and evolution of humankind. Children Past 8(3):113–121
Homo sapiens Culture and technology (n.d.) Australian Museum. Retrieved from https://australian.museum/learn/science/human-evolution/homo-sapiens-modern-humans/
Howe WA, Gabriel ML (2015) Multicultural education: from ethnic studies to NCLB to common Core – a PK-12 perspective. In: Baptiste HP (ed) Multicultural education: a renewed paradigm of transformation and call to action. Caddo Gap Press, San Francisco, pp 7–28
Joslin P, Stiles K, Marshall S, Anderson R, Gallagher J, Kahle JB, Fensham P, Lazarowitz R, Rennie LJ, Fraser B, Staver J, Gallard A, Jimenex-Aleixandre MP, Dillon J, Moscovici H, Tuan H-L, Emdin C, Tobin K, Roth W-M (2008) NARST: a lived history. Cult Stud Sci Educ 3(187):187–190
Kahle JB (1990) Real students take chemistry and physics: gender issues. In: Tobin KG, Kahle JB, Fraser BJ (eds) Windows into science classrooms: problems associated with higher-level cognitive learning. Falmer Press, Bristol, pp 107–149
Karanja L (2010) “Homeless” at home: linguistic, cultural, and identity hybridity and third space positioning of Kenyan urban youth. Comp Int Educ/Éducation Comparée et Internationale 39(2):1–19
Ladson-Billings G (1998) Just what is critical race theory and what’s it doing in a nice field like education? Int J Qual Stud Educ 11(1):7–24
Ladson-Billings G, Tate WF IV (1995) Toward a critical race theory. Teach Coll Rec 97(1):47–68
Lodge W (2021) Confronting repressive ideologies with critical pedagogy in science classrooms. Cult Stud Sci Educ 16:609–620. https://doi.org/10.1007/s11422-021-10047-7. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0042085920909165?casa_token=Da0gDqAOVhgAAAAA%3A-C78qyQoMiilnHYRNY6I0_f1jek3l9tah1Peh_y2Gdl6oHmjh2O0QdDAmgt3zupkyvurx9Q0f2diGg#
Mansour N (2011) Science teachers’ views of science and religion vs. the Islamic perspective: conflicting or compatible? Sci Educ 95(2):281–309. https://doi.org/10.1002/sce.20418
Marcucci O, Elmesky R (2020) Advancing culturally relevant discipline: an ethnographic microanalysis of disciplinary interactions with Black students. Urban Educ 0(00):1–33. https://doi.org/10.1177/0042085920909165. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0042085920909165?casa_token=Da0gDqAOVhgAAAAA%3A-C78qyQoMiilnHYRNY6I0_f1jek3l9tah1Peh_y2Gdl6oHmjh2O0QdDAmgt3zupkyvurx9Q0f2diGg#
Moore RL, Wang C (2021) Influence of learner motivational dispositions on MOOC completion. J Comput High Educ 33:121–134. https://doi.org/10.1007/s12528-020-09258-8. Retrieved from https://springerlink.bibliotecabuap.elogim.com/epdf/10.1007/s12528-020-09258-8?sharing_token=s_2lRcVVbdsC7WLC7bLC4Pe4RwlQNchNByi7wbcMAY5fs7xoS2tumNWXMOqmHMljwio9nQ56BK-jsWF6wXTb1u3d_dHiwTptRpMaoA5GFyxKBiddnNO912JHUKtS4wR_E9ll_ZkkRN_j16l2SSmMNOXwexSxD5MVsCEJSPGx6tI%3D
Moreno M, Baptiste HP (2015) An investigation of how historically marginalized third graders manifest criticality and resistance in school. In: Bosta C, Osanloo A (eds) Living the work: promoting social justice and equity work in schools around the world. Emerald Group Publishing Limited, North America, pp 319–341
National Research Council (2013) Next generation science standards: for states, by states. The National Academies Press, Washington, DC. https://doi.org/10.17226/18290
Paris D (2012) Culturally sustaining pedagogy: a needed change in stance, terminology, and practice. Educ Res 41(3):93–97
Parsons ERC, Rhodes B, Brown C (2011) Unpacking the CRT in negotiating white science. Cult Stud Sci Educ 6(4):951–960
Place-based and sustainability education (n.d.). Retrieved from https://coe.hawaii.edu/cs/topic/place-based-and-sustainability-education/
Rosenberg JM, Greenhalgh SP, Graves Wolf L, Koehler MJ (2017) Strategies, use, and impact of social media for supporting teacher community within professional development: the case of one urban STEM program. J Comput Math Sci Teach 36(3):255–267. https://www.learntechlib.org/primary/p/180387/
Sawchuk S (2021) What Is critical race theory, and why is it under attack? Education Week 40(34):4
Smith G (2002) Place-based education: learning to be where we are. Phi Delta Kappan 83:584–594
Tobin KG (1990) Teacher mind frames and science learning. In: Tobin KG, Kahle JB, Fraser BJ (eds) Windows into science classrooms: problems associated with higher-level cognitive learning. Falmer Press, Bristol, pp 33–106
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2022 Springer Nature Switzerland AG
About this entry
Cite this entry
Atwater, M.M., Bayne, G.U. (2022). The Future of Multicultural Science Education. In: Atwater, M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-83122-6_53
Download citation
DOI: https://doi.org/10.1007/978-3-030-83122-6_53
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-83121-9
Online ISBN: 978-3-030-83122-6
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education