Teacher Education to Enhance Diversity in STEM Applying a Critical Postmodern Science Pedagogy Routledge Research in STEM Education Series
Auteurs : Ash II A. Anthony, Wiggan Greg A., Watson-Vandiver Marcia J.
Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers.
Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society.
This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.
One: The Critical Role of Science in Teaching Diversity; Two: Critical Postmodern Science Pedagogy; Three: Science, Diversity and The Sociopolitical; Four: Research Context; Five: Challenges and Understandings Towards an Anti-Racist Education; Six: Critical Role of Science in Teaching Diversity: Discussion, Recommendations, and Implications; Appendix A: General Observation Protocol; Appendix B: Interview Protocols; Appendix C: Lesson Plan; Appendix D: Phases of The Study; Appendix E: Sampling Frame Course Descriptions
A. Anthony Ash II is a scholar, researcher, former science teacher, and a social justice activist based in the US. His research helps to inform inclusive practices surrounding science and multicultural perspectives.
Greg A. Wiggan is Professor of Urban Education, Adjunct Professor of Sociology, and Affiliate Faculty of Africana Studies at the University of North Carolina at Charlotte, US.
Marcia J. Watson-Vandiver is Assistant Professor of Elementary Education at Towson University, US.
Date de parution : 08-2022
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 48,88 €
Ajouter au panierDate de parution : 12-2020
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 160,25 €
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Mots-clés :
Critical Postmodern Perspective; Critical Science Pedagogy; Critical approaches in teacher education; Contemporary Society; Diversity in STEM; Urban Research University; Diversity; CRP; Ethnic minority; Stem Field; Pre-service teachers; MuSE; Racial minority; Critical Postmodern; STEM; Southeastern United States; Science Education; Big Picture; Social Justice in Education; Human Diversity; Teacher Education; Teacher preparation; Pst Education; Teacher training; Pst Course; Stem Degree; Diversity issues; Stem Education; CPSP; Stem Discipline; Stem Achievement; Postmodern Social Theory; Strict Accountability Measures; Case Study Design; Pst Education Course; Intersubjective Testability; Responsive Perspectives; Science Proficiency