From the Contribution to the Action Approach: White Teachers' Experiences Influencing the Development of Multicultural Science Curricula

Autor/inn/en	Suriel, Regina L.; Atwater, Mary M.
Titel	From the Contribution to the Action Approach: White Teachers' Experiences Influencing the Development of Multicultural Science Curricula
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 10, S.1271-1295 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21057
Schlagwörter	Science Education; Science Curriculum; Integrated Curriculum; Cultural Pluralism; Curriculum Development; Teacher Competencies; Inclusion; Hispanic American Students; Secondary School Science; Equal Education; Teaching Methods; Self Concept; United States + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrkunst; Inklusion; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; USA
Abstract	In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre-service and in-service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10