Research on third space practitioners in higher education has gained traction since the mid-2010s. However, less research has been done on academic literacy practitioners as third space practitioners, and their often-marginalised positioning at many South African higher education institutions. This is despite their integral role in student success, and the fact that many South African academic literacy practitioners support the academic literacies development of thousands of students. At the same time, many also negotiate problematic binaries in terms of institutional conceptualisations and positionings of academic literacies development. This article explores how academic literacy practitioners construct their professional identities and manage the complex tensions that are often an inherent part of these professional identities. Using qualitative data, this research explores which institutional structures and cultures surround academic literacy practitioners, and what constraining or enabling effects these have on how they perform their roles and construct their professional identities. The findings highlight that research helps academic literacy practitioners establish a professional identity and legitimise the value of academic literacies development work. Participants also spoke about the importance of communities of practice and collaboration in shaping their professional identities. Although this paper focuses on South Africa, the findings will likely be useful in other contexts where academic literacy practitioners negotiate problematic binaries while trying to construct professional identities.
{"title":"The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between","authors":"Michelle Joubert","doi":"10.14324/lre.22.1.15","DOIUrl":"https://doi.org/10.14324/lre.22.1.15","url":null,"abstract":"\u0000Research on third space practitioners in higher education has gained traction since the mid-2010s. However, less research has been done on academic literacy practitioners as third space practitioners, and their often-marginalised positioning at many South African higher education institutions. This is despite their integral role in student success, and the fact that many South African academic literacy practitioners support the academic literacies development of thousands of students. At the same time, many also negotiate problematic binaries in terms of institutional conceptualisations and positionings of academic literacies development. This article explores how academic literacy practitioners construct their professional identities and manage the complex tensions that are often an inherent part of these professional identities. Using qualitative data, this research explores which institutional structures and cultures surround academic literacy practitioners, and what constraining or enabling effects these have on how they perform their roles and construct their professional identities. The findings highlight that research helps academic literacy practitioners establish a professional identity and legitimise the value of academic literacies development work. Participants also spoke about the importance of communities of practice and collaboration in shaping their professional identities. Although this paper focuses on South Africa, the findings will likely be useful in other contexts where academic literacy practitioners negotiate problematic binaries while trying to construct professional identities.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This literature review examines how the theoretical perspectives aligned to the sociopolitical turn in mathematics inform social justice mathematics education. While existing literature has established the importance of social justice frameworks informed by critical theory, there has been limited exploration of critical race theory, poststructuralism and feminist theory, perspectives that offer a broader and more complex understanding of the social and political. After examining how these perspectives contribute to social justice mathematics, we explore the potential contributions of decolonial theory, particularly the way it unsettles accepted notions of social justice. By drawing and building on the sociopolitical turn in mathematics education, this article argues that decolonial thought can also assist in reimagining social justice mathematics education theoretically, methodologically and pedagogically. Ultimately, the article argues that there is no social justice without cognitive/epistemic and ontological justice, meaning that social justice loses ethical and political weight when modernity’s violent epistemic and ontological foundations are not questioned by social justice mathematics education research.
{"title":"The sociopolitical turn in mathematics education and decolonial theory","authors":"Jairo I. Fúnez‐Flores, Weverton Ataide Pinheiro, Aixa Ávila Mendoza, Rebekah Phelps, Elyssa Cherry Shive","doi":"10.14324/lre.22.1.13","DOIUrl":"https://doi.org/10.14324/lre.22.1.13","url":null,"abstract":"\u0000This literature review examines how the theoretical perspectives aligned to the sociopolitical turn in mathematics inform social justice mathematics education. While existing literature has established the importance of social justice frameworks informed by critical theory, there has been limited exploration of critical race theory, poststructuralism and feminist theory, perspectives that offer a broader and more complex understanding of the social and political. After examining how these perspectives contribute to social justice mathematics, we explore the potential contributions of decolonial theory, particularly the way it unsettles accepted notions of social justice. By drawing and building on the sociopolitical turn in mathematics education, this article argues that decolonial thought can also assist in reimagining social justice mathematics education theoretically, methodologically and pedagogically. Ultimately, the article argues that there is no social justice without cognitive/epistemic and ontological justice, meaning that social justice loses ethical and political weight when modernity’s violent epistemic and ontological foundations are not questioned by social justice mathematics education research.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Havva Görkem Altunbas, Marian Mulcahy, Michael J. Reiss
In this article, we draw on sociocultural, cognitive and affective perspectives to investigate the factors lying behind immigrant school students’ attitudes and aspirations towards science. We combine Deci and Ryan’s self-determination theory and Bourdieu’s theory of cultural and social capital to produce a new theoretical framework for understanding how these factors operate. One part of our framework focuses on students’ cognitive and affective resources, such as enjoyment, self-efficacy, engagement and intrinsic motivation. Another relates to students’ sociocultural resources, such as gender, class, home language, parental expectations and perceived teacher encouragement, which are filtered through notions of field and students’ immigrant status. We then exemplify this framework by exploring the attitudes towards science of two Turkish immigrant secondary school students in England, as revealed by questionnaires that they completed and interviews with them and their parent(s). Our tentative conclusion is that our theoretical framework, in its combination of a Bourdieusian perspective and Deci and Ryan’s self-determination theory, may help make sense of why some immigrant school students continue with science and others do not.
{"title":"A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families","authors":"Havva Görkem Altunbas, Marian Mulcahy, Michael J. Reiss","doi":"10.14324/lre.22.1.14","DOIUrl":"https://doi.org/10.14324/lre.22.1.14","url":null,"abstract":"\u0000In this article, we draw on sociocultural, cognitive and affective perspectives to investigate the factors lying behind immigrant school students’ attitudes and aspirations towards science. We combine Deci and Ryan’s self-determination theory and Bourdieu’s theory of cultural and social capital to produce a new theoretical framework for understanding how these factors operate. One part of our framework focuses on students’ cognitive and affective resources, such as enjoyment, self-efficacy, engagement and intrinsic motivation. Another relates to students’ sociocultural resources, such as gender, class, home language, parental expectations and perceived teacher encouragement, which are filtered through notions of field and students’ immigrant status. We then exemplify this framework by exploring the attitudes towards science of two Turkish immigrant secondary school students in England, as revealed by questionnaires that they completed and interviews with them and their parent(s). Our tentative conclusion is that our theoretical framework, in its combination of a Bourdieusian perspective and Deci and Ryan’s self-determination theory, may help make sense of why some immigrant school students continue with science and others do not.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141026282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eva Ulbrich, Marjorie Da Cruz, B. Anđić, Mathias Tejera, Noah Thierry Dana-Picard, Z. Lavicza
Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.
将三维建模和打印融入 STEAM 教育为教师带来了机遇和挑战，特别是在一些欧洲国家，学校采用三维建模和打印的情况仍有待改进。本文介绍了对 STEAM 教育中 3D 建模和打印技术的跨文化研究结果，展示了黑山和奥地利教师的研究成果。研究旨在收集教师对三维建模和打印的看法、实施三维建模和打印的想法以及教师面临的挑战。数据是通过问卷、访谈和三维建模与打印使用实例收集的。随后对这些数据进行了分析，以确定教师对该技术的印象和使用方面的异同。研究结果表明，黑山和奥地利的教师都表示有兴趣将三维建模和打印技术用于 STEAM 教学，并认为有潜力与数字扫盲等学科联系起来。不过，他们也指出了在采用三维建模和打印技术时遇到的与软件相关的挑战、时间限制以及培训和资金方面的困难。学校采用三维建模和打印技术的速度较慢，这表明在考虑教师培训、当地文化和技术可用性等外部和内部影响因素的情况下，应更好地支持教师使用这项技术。此外，该研究还强调，有必要采取适当措施对教师进行培训，并确保他们能够获得三维建模和打印所需的技术。
{"title":"Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria","authors":"Eva Ulbrich, Marjorie Da Cruz, B. Anđić, Mathias Tejera, Noah Thierry Dana-Picard, Z. Lavicza","doi":"10.14324/lre.22.1.12","DOIUrl":"https://doi.org/10.14324/lre.22.1.12","url":null,"abstract":"\u0000Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Lyublinskaya, Sandra Okita, Erica Walker, Xiaoeheng Yan
This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes.
{"title":"Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students","authors":"I. Lyublinskaya, Sandra Okita, Erica Walker, Xiaoeheng Yan","doi":"10.14324/lre.22.1.11","DOIUrl":"https://doi.org/10.14324/lre.22.1.11","url":null,"abstract":"\u0000This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140718862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities.
{"title":"Using the family resemblance approach to inform STEAM education","authors":"S. Erduran, Kason Ka Ching Cheung","doi":"10.14324/lre.22.1.10","DOIUrl":"https://doi.org/10.14324/lre.22.1.10","url":null,"abstract":"\u0000In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The suppression of Indigenous knowledge systems that accompanied the colonisation of Muslim lands from North Africa to the Asia-Pacific dismantled the Islamic science tradition, replacing it with a Western oppressive monoculture of secularised ‘modern’ science. Within this context, this article presents a theoretical framework for Muslim science educators, called Islamic Scientific Critical Consciousness. This framework aims to nurture Muslim students to develop the capacity to reinvigorate the Islamic science tradition by taking the positive elements of both the tradition and those of modern science. This entails the need for Muslim students to develop the critical consciousness to recognise colonial ideology being taught as ‘objective’ knowledge and the confidence and ethical orientation to pursue scientific research in harmony with an all-encompassing Islamic world view. This framework builds on Maldonado-Torres’s framework of decoloniality by adapting it to consider the sources of oppressive ideologies from an Islamic perspective in the monocultural school science classroom. The learning outcomes for this Islamic decolonial approach are then developed by integrating Paolo Freire’s idea of critical consciousness with Muhammad Iqbal’s idea of Khudi (selfhood). After building the theoretical framework, suggestions are made on how modern science education can be rethought in both multifaith and Islamic faith-based school settings.
{"title":"Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators","authors":"Usama Javed Mirza","doi":"10.14324/lre.22.1.09","DOIUrl":"https://doi.org/10.14324/lre.22.1.09","url":null,"abstract":"\u0000The suppression of Indigenous knowledge systems that accompanied the colonisation of Muslim lands from North Africa to the Asia-Pacific dismantled the Islamic science tradition, replacing it with a Western oppressive monoculture of secularised ‘modern’ science. Within this context, this article presents a theoretical framework for Muslim science educators, called Islamic Scientific Critical Consciousness. This framework aims to nurture Muslim students to develop the capacity to reinvigorate the Islamic science tradition by taking the positive elements of both the tradition and those of modern science. This entails the need for Muslim students to develop the critical consciousness to recognise colonial ideology being taught as ‘objective’ knowledge and the confidence and ethical orientation to pursue scientific research in harmony with an all-encompassing Islamic world view. This framework builds on Maldonado-Torres’s framework of decoloniality by adapting it to consider the sources of oppressive ideologies from an Islamic perspective in the monocultural school science classroom. The learning outcomes for this Islamic decolonial approach are then developed by integrating Paolo Freire’s idea of critical consciousness with Muhammad Iqbal’s idea of Khudi (selfhood). After building the theoretical framework, suggestions are made on how modern science education can be rethought in both multifaith and Islamic faith-based school settings.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma Carter, Ezequiel Molina, Adelle Pushparatnam, Sara Rimm-Kaufman, Maria Tsapali, K. Wong
Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers’ varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils’ cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers’ use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation.
{"title":"Evidence-based teaching: effective teaching practices in primary school classrooms","authors":"Emma Carter, Ezequiel Molina, Adelle Pushparatnam, Sara Rimm-Kaufman, Maria Tsapali, K. Wong","doi":"10.14324/lre.22.1.08","DOIUrl":"https://doi.org/10.14324/lre.22.1.08","url":null,"abstract":"\u0000Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers’ varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils’ cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers’ use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation. \u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140389038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Louise Archer, Heather King, Spela Godec, Meghna Nag Chowdhuri
There is a need to support more equitable engagement with science, technology, engineering and mathematics (STEM) in schools. However, despite decades of special initiatives, mainstream science education still largely reproduces, rather than challenges, enduring social inequalities, particularly in relation to race/ethnicity, gender and social class. Valuable contributions have been made creating more inclusive science curricula, but there is a particular need to support teachers to adopt equitable (critical) pedagogical practice, not least because the values that inform and are enacted through such pedagogy shape the equitable potential of teaching, learning and interpretation of the curriculum. This article considers a pedagogical approach built on Bourdieusian theory and insights from over six years of participatory research and development work, conducted by university researchers with 43 secondary teachers, 20 primary teachers and 16 teacher educators. The article asks: In what ways does the approach engender justice-oriented teaching and resonate with the tenets of culturally sustaining pedagogy? Analysis identifies common theoretical imperatives of disrupting dominant power relations, foregrounding and valuing the cultural and social assets of learners, supporting the redistribution of cultural and social capital, and embedding professional critical reflection within school science teaching.
{"title":"Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach","authors":"Louise Archer, Heather King, Spela Godec, Meghna Nag Chowdhuri","doi":"10.14324/lre.22.1.07","DOIUrl":"https://doi.org/10.14324/lre.22.1.07","url":null,"abstract":"\u0000There is a need to support more equitable engagement with science, technology, engineering and mathematics (STEM) in schools. However, despite decades of special initiatives, mainstream science education still largely reproduces, rather than challenges, enduring social inequalities, particularly in relation to race/ethnicity, gender and social class. Valuable contributions have been made creating more inclusive science curricula, but there is a particular need to support teachers to adopt equitable (critical) pedagogical practice, not least because the values that inform and are enacted through such pedagogy shape the equitable potential of teaching, learning and interpretation of the curriculum. This article considers a pedagogical approach built on Bourdieusian theory and insights from over six years of participatory research and development work, conducted by university researchers with 43 secondary teachers, 20 primary teachers and 16 teacher educators. The article asks: In what ways does the approach engender justice-oriented teaching and resonate with the tenets of culturally sustaining pedagogy? Analysis identifies common theoretical imperatives of disrupting dominant power relations, foregrounding and valuing the cultural and social assets of learners, supporting the redistribution of cultural and social capital, and embedding professional critical reflection within school science teaching.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pamela Soto, Verónica López, Paulina Bravo, C. Urbina, Teresa Báez, Fernanda Acum, Rebecca Ipinza, Jennifer Venegas, Juan Carlos Jeldes, Corina González, Sebastián Lepe, Jorge González
There is worldwide recognition of the gender gap in STEAM careers. Throughout the world, women are under-represented in STEAM jobs. The explanation for this lies much earlier in girls’ educational trajectories. The characteristics traditionally attributed to the feminine and the masculine are reproduced through the preservation of stereotypes in textbooks and teaching practices, which question the meaning of education for girls and students with non-conforming gender identities. By theoretically assuming gender not as a binary but as a mobile category that includes non-conforming gender identities, we sought in this study to construct a comprehensive model to strengthen the trajectories in STEAM areas of girls and those with non-conforming and socially marginalised gender identities in public schools in a semi-rural zone in Chile. We introduce the theoretical foundations of the model and its relevant dimensions and key indicators of development. As a result, this model (in construction) considers the following dimensions: a strategy of collective awareness-raising for the local communities; teacher education in STEAM education; implementation and use of FabLabs and a community centre; and an institutional strategy of accompaniment for schools and students. These are addressed in four moments of participatory research: diagnosis, design, implementation and validation. We discuss the challenges of developing a culturally responsive STEAM education by building a comprehensive model of the above-mentioned groups using a gendered approach that places the binary reproduction of the sex/gender system in tension with the principles of participation and democracy.
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