Literaturnachweis - Detailanzeige
Autor/inn/en | Fleer, Marilyn; Adams, Megan; Gunstone, Richard |
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Titel | Transformative Pedagogy: Dinka Playgroups as Spaces for Cultural Knowledge Productions of Western Science |
Quelle | In: Cultural Studies of Science Education, 14 (2019) 4, S.1045-1069 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Adams, Megan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1871-1502 |
DOI | 10.1007/s11422-018-9908-7 |
Schlagwörter | Foreign Countries; Ethnic Groups; Minority Group Students; Preschool Children; Preschool Education; Culturally Relevant Education; Transformative Learning; Immigrants; Science Education; Play; Teaching Methods; Access to Education; Australia Ausland; Ethnie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Pädagogische Transformation; Immigrant; Immigrantin; Immigranten; Naturwissenschaftliche Bildung; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Australien |
Abstract | As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for understanding the cultural nature of teaching Western science has become more urgent. The study reported in this paper sought to investigate pedagogical responses to everyday and scientific learning of pre-school children from a group of Dinka (South Sudanese) families now living in a large Australian city. Adopting a cultural-historical methodology, we analyzed 42 h of digital video observations of 34 children, one teacher and 22 parents during their participation in a regular play group in their community. We identified four pedagogical approaches being used to support children's learning. The videos capture how the use of observational pedagogy, physically helping pedagogy [in the spirit of Barbra Rogoff's (Hum Dev 57:69-81, 2014. 10.1159/000356757) "pitching in"], verbally helping pedagogy, and embedded scientific narratives, supported new forms of cultural knowledge production by the children. The study suggests that together these relational dimensions of the pedagogy in the playgroup are "transformative" because they support genuine access and participation to other forms of cultural knowledge, such as Western science. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |