Cultural diversity: Masking power with innocence

McKinley, Elizabeth

doi:10.1002/1098-237x(200101)85:1<74::aid-sce8>3.0.co;2-u

Cited by 49 publications

(45 citation statements)

References 3 publications

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“…Esse debate foi caracterizado como um confronto "feroz" (que abalou as fundações da educação em ciências (Mckinley, & Stewart, 2012;Van Eijck, & Roth, 2007), com pelo menos 20 publicações incluindo artigos, críticas e contra respostas. Algumas são citadas ao longo deste texto e outras podem ser exemplificadas em: Atwater e Riley (1993), Brown-Acquaye (2001), Hodson (1993), McKinley (2001), Montellano (2001) e Stanley e Brickhouse (2001a;2001b). Nas discussões, observam-se duas epistemologias distintas e incompatíveis constituídas pela oposição entre universalistas e multiculturalistas, as quais podem ser resumidas do seguinte modo:…”

Section: O Acirrado Debate Entre Universalistas E Multiculturalistasunclassified

A Construção do Sítio Ciência na Comunidade: Antecedentes, Fundamentos, Narrativas Híbridas e Conteúdo Epistemológico

Pinheiro

2017

RBPEC

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O artigo apresenta os antecedentes e fundamentos que levaram à construção do sítio Ciência na Comunidade, um ambiente criado recentemente na internet para compartilhar experiências de interação com saberes culturais locais. Inicialmente descreve a proposta de inserção de saberes populares na educação em química e ciências no Brasil e ênfases correlacionadas observadas na literatura internacional, destacando a formação docente, seus problemas e um debate envolvendo o conhecimento indígena e a natureza da ciência. Em seguida, apresenta resultados de estudos empíricos em salas de aula e a convergência com a literatura para oferecer conteúdo epistemológico para professores com base em narrativas híbridas. Como fundamentos, apresenta os conceitos de hibridização/hibridismo, narrativa e a dimensão da análise epistemológica efetuada. Os procedimentos metodológicos destacam: a construção de enunciados híbridos e sua arquitetura dialógica, semântica, sintática e iterativa; o desenvolvimento de atividades com linguagens, imagens e afirmações da literatura e a direção de analisar e organizar o conteúdo epistemológico em cinco eixos/textos: os saberes e seus contextos, linguagens, práticas, teorias e representações. Esse conjunto de recursos é destinado aos que querem aprofundar seus conhecimentos sobre as relações entre saberes culturais locais e científicos, destacando a mistura de linguagens como forma de comunicar os conteúdos, a ausência de voz autoritária nesta construção e a indissociável relação entre conhecimento e contexto para as tarefas de representação e comparação epistemológica dos saberes.Palavras-chave: saberes locais; narrativas híbridas; conteúdo epistemológico.The article presents the antecedents and foundations which led to the construction of the website Science in the Community, a virtual environment just created to share experiences on local cultural knowledge using the internet. Initially, it describes the proposal of folk knowledge insertion into chemistry and science education in Brazil and other related emphases in the international literature, highlighting teachers' education, its problems

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Section: O Acirrado Debate Entre Universalistas E Multiculturalistasunclassified

A Construção do Sítio Ciência na Comunidade: Antecedentes, Fundamentos, Narrativas Híbridas e Conteúdo Epistemológico

Pinheiro

2017

RBPEC

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“…It was characterized as a "fierce debate" which shook the foundations of science education (Mckinley, & Stewart, 2012;Van Eijck, & Roth, 2007), showing at least 20 publications including articles, critiques and counter-responses. Some are cited throughout this text and others may be exemplified in Atwater and Riley (1993), Brown-Acquaye (2001), Hodson (1993), McKinley (2001), Montellano (2001), and Stanley and Brickhouse (2001a;2001b). In the debate, it is observed two distinct and incompatible epistemologies framed by the opposition between universalists and multiculturalists, which may be summarized as follows:…”

Section: The Fierce Debate Between Universalists and Multiculturalistsmentioning

confidence: 99%

The Construction of the Science in the Community Website: Antecedents, Foundations, Hybrid Narratives and Epistemological Content

Pinheiro¹

2017

RBPEC

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The article presents the antecedents and foundations which led to the construction of the website Science in the Community, a virtual environment just created to share experiences on local cultural knowledge using the internet. Initially, it describes the proposal of folk knowledge insertion into chemistry and science education in Brazil and other related emphases in the international literature, highlighting teachers' education, its problems and a debate involving indigenous knowledge and the nature of science. Next, it describes the results of empirical inquiries in classrooms and the convergence with literature to offer epistemological content for teachers based on hybrid narratives. As a theoretical background, it presents the concepts of hybridization/hybridism, of narrative and the epistemological dimension of the analysis carried out. The methodological procedures emphasize the construction of hybrid utterances and their dialogic, semantic, syntactic and iterative architecture; the development of activities on languages, images, assertions from literature, and the way the epistemological content was analyzed and organized according to five axes/texts: the knowledges and their contexts, languages, practices, theories, and representations. This set of resources is for those who want to deepen their knowledge on local and scientific knowledge relationships, underlining the mixing of languages as a way to communicate both contents, the absence of authoritarian voice on such a construction and the inextricable link between knowledge and context for the task of knowledge's representation and epistemological comparison.Keywords: local knowledge; hybrid narratives; epistemological content.O artigo apresenta os antecedentes e fundamentos que levaram à construção do sítio Ciência na Comunidade, um ambiente criado recentemente na internet para compartilhar experiências de interação com saberes culturais locais. Inicialmente descreve a proposta de inserção de saberes populares na educação em química e ciências no Brasil e ênfases correlacionadas observadas na literatura internacional, destacando a formação docente, seus problemas e um debate envolvendo o conhecimento indígena e a natureza da ciência. Em seguida, apresenta resultados de estudos empíricos em salas de aula e a convergência com a literatura para oferecer conteúdo epistemológico para professores com base em narrativas híbridas. Como fundamentos, apresenta os conceitos de hibridização/hibridismo, narrativa e a dimensão da análise epistemológica efetuada. Os procedimentos metodológicos destacam: a construção de enunciados híbridos e sua arquitetura dialógica, semântica, sintática e iterativa; o desenvolvimento de atividades com linguagens, imagens e afirmações da literatura e a direção de analisar e organizar o conteúdo epistemológico em cinco eixos/textos: os saberes e seus contextos, linguagens, práticas, teorias e representações. Esse conjunto de recursos é destinado aos que querem aprofundar seus conhecimentos sobre as relações entre saberes culturais l...

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“…Other metaphors associated with this view of culture have also been critiqued for what they reveal and conceal. McKinley (2001) pointed to the metaphor of teacher as culture broker and argues that this metaphor leads science teachers and science teacher educators to believe that all they need to do is to learn about “the various cultural practices and/or cultural knowledge so that they might intervene appropriately in a pedagogical manner” (p. 74). However, she notes that this masks the historic and contemporary oppression experienced by certain groups, and “without an understanding of how responses to subordinate groups are socially organized to sustain existing power arrangements, we cannot hope either to communicate across social hierarchies or to work to eliminate them” (p. 75).…”

Section: Limitations Of a Discontinuous Pluralizable Concept Of Cultmentioning

confidence: 99%

New metaphors about culture: Implications for research in science teacher preparation

Seiler

2012

J Res Sci Teach

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Culture has been commonly used in science education research, in particular to examine issues of equity for students from low-income, racial, and ethnic minority communities. It has provided a lens with which to appreciate science classrooms as cultural places and to recognize the importance of students' cultural ways of being as resources for science learning. Scanning the ways that ''culture'' has been used in recent publications shows that much science education research continues to draw from an older view of culture(s) as a bounded and coherent set of beliefs and practices associated with a distinct social world, referred to as a pluralizable or discontinuous view of culture. This view of culture has been critiqued on the basis of its assumptions of homogeneity of groups and as masking the role of systemic inequity in the marginalization of people from certain communities. This view of culture is often associated with a particular set of metaphors, such as cultural borders, gaps, mismatch, conflict, and tension. Despite increasing attention in science education research to an alternative view of culture as porous and emergent, these newer ways of thinking about culture do not yet seem to have been taken up in research around science teacher preparation. Recognizing the usefulness as well as the limits of the older view of culture as bounded and coherent social worlds, this paper points to other metaphors about culture-such as funds of knowledge, third space, and figured world-that might be more helpful in preparing science teachers. By exploring the metaphors we use to think about culture and how they structure the inferences and actions of teachers and researchers alike, we can envision new avenues of research and practice that will inform the preparation of science teachers for the complexity of our schools and classrooms. ß

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Cultural diversity: Masking power with innocence

Cited by 49 publications

References 3 publications

A Construção do Sítio Ciência na Comunidade: Antecedentes, Fundamentos, Narrativas Híbridas e Conteúdo Epistemológico

A Construção do Sítio Ciência na Comunidade: Antecedentes, Fundamentos, Narrativas Híbridas e Conteúdo Epistemológico

The Construction of the Science in the Community Website: Antecedents, Foundations, Hybrid Narratives and Epistemological Content

New metaphors about culture: Implications for research in science teacher preparation

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