Developing an inclusive curriculum: Understanding co-creation through cultural lens

Nasri, Nurfarahin; Talib, Mohamad Asyraf Abd

doi:10.1080/13603116.2021.1880652

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…al (2019) have argued, too, that teachers who lacked experience in teaching were unable to design lesson plans that integrating students' FOK. We argue that preservice teachers and new teachers should be given exposures in culturally responsive teaching (CRT) and culturally relevant pedagogy (CRP) practices (Nasri et al, 2021) especially in developing countries to extent the social justice and equity (Aikenhead & Jegede, 1999).…”

Section: Discussion and Implicationmentioning

confidence: 99%

Bridging Culture and Science Education: Implications for Research and Practice

Isa

Bunyamin²,

Phang³

2022

IJLTER

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Since the 19th century, many studies have claimed the importance of integrating culture in science education, grasping everyone’s experience and background. However, from 2012 to 2015, many recent works within these years describe how standardized curricula have marginalized cultural-based education. Scholars then re-emphasized the role of bridging funds of knowledge (FOK) as a conceptual framework to counter the deficit of marginalized groups and advance social justice in science education. However, up to this point, the extent and pattern of the growing body of literature on cultural-science integration is still less explored. Hence, in this review, we sought new and current inquiries that connect FOK or cultures with science education reform discourse to identify and understand the current trends of the integration phenomena by doing a systematic literature review. After constantly comparing the articles, we found three trends of the integration, which are (1) cultural-based lesson plan for equity in science educational opportunities, (2) effectiveness of integrating culture in science education, and (3) cultural-based science education as a voice of multidimensional perspectives. We hope that this review of research could reshape the future direction of research on equity and social justice issues in education and reshape the practice of education, particularly science education.

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Section: Discussion and Implicationmentioning

confidence: 99%

Bridging Culture and Science Education: Implications for Research and Practice

Isa

Bunyamin²,

Phang³

2022

IJLTER

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“…Translation can be used to develop accessible consent forms and research instruments. This may require translators 67 and researchers who can use the participants' preferred language. 68 It also requires the ethics committee to trust the researchers' ability to adequately translate their forms.…”

Section: Participant Recruitment and Data Collectionmentioning

confidence: 99%

“…Piloting of instruments -which forms part of existing research routines in our experience -is important to maximize accessibility and understandability. 69…”

Section: Participant Recruitment and Data Collectionmentioning

confidence: 99%

Research ethics in a multilingual world: A guide to reflecting on language decisions in all disciplines

Meier,

Van der Voet,

Yan

2024

Diametros

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Doing research in a globalized context – regardless of the discipline – requires language decisions at different stages of the research process. Many of these language decisions have ethical implications. Existing literature and ethical guidance tend to focus on ethical concerns that arise in communication with participants who use a language different from the main research language. As this article shows, language decisions with potential ethical implications can occur in many additional ways. Two questions guided this work: how do language decisions and research ethics intersect at different stages of the research process, and what potential harm is related to language decisions and how can such concerns be mitigated? Relevant literature – combined with practical research experiences – show that language decisions can potentially result in harm at the conception stage of research projects, when working with participants, during data analysis, interpretation, and dissemination, as well as when managing a research project. Thus, the article highlights that the role of language-related ethical dilemmas is not only organizational (e.g., ensuring participants can understand what the research is about), but also social (e.g., developing trust and relationships in research teams) as well as ideological (e.g., awareness of power structures and diverse worldviews). In order to support researchers in globalized contexts, this article offers a reflective framework that complements regulatory guidance issued by ethical bodies and facilitates a deeper awareness of ethical implications related to language decisions in a multilingual world.

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“…Curriculum co-creation advances culturally relevant forms of teaching and learning that in turn support the development of socio-culturally conscious students by drawing on the educator’s teaching experience as well as the learners’ funds of knowledge (FOK) [ 4 , 5 ]. Additionally, a co-created curriculum allows students to participate in decision-making that determines important facets of teaching and learning, hence supporting inclusive, high-quality education [ 6 ]. In this study, we define curriculum co-creation as an innovative pedagogical approach to develop a socio-culturally responsive MPEE in the Malaysian context.…”

Section: Introductionmentioning

confidence: 99%

Socio-culturally responsive medical professionalism and ethics education: A curriculum co-creation approach

Nasri,

Xu,

Jamaludin

et al. 2024

Medical Education Online

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Medical professionalism and ethics (MPE) are critical components influencing how medical practitioners provide patients with the highest standard of care. As a result, a structured attempt has been undertaken to enhance the content and teaching delivery of the medical professionalism and ethics education (MPEE) in the undergraduate medical curriculum. Guided by Vygotsky’s sociocultural learning theory, Harre and Van Langenhove’s positioning theory and Taba’s principles of curriculum development, a curriculum co-creation project was organized with the aim of developing a socio-culturally responsive MPEE. A total of fifteen medical students agreed to participate in the project where they co-created MPE curriculum with a medical educator over the course of three months. Upon completion of the project, a co-created, socio-culturally responsive MPE curriculum was presented. The thematic analysis revealed positive changes in the participants’ attitudes, skills, and behaviors towards co-creating the MPE curriculum. They also reported feeling a sense of fulfilment after having a transformative experience as curriculum co-creators and after receiving positive feedback from the faculty, staff, and other students on the co-created MPE curriculum. The project’s success demonstrates the importance of curriculum co-creation as a strategy to promote co-creation efforts among students and educators in developing a socio-culturally responsive curriculum. The project’s framework and practical recommendations can be adopted by other medical educators and faculties to encourage students’ participation and their role on curriculum development using the co-creation approach.

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Developing an inclusive curriculum: Understanding co-creation through cultural lens

Cited by 6 publications

References 23 publications

Bridging Culture and Science Education: Implications for Research and Practice

Bridging Culture and Science Education: Implications for Research and Practice

Research ethics in a multilingual world: A guide to reflecting on language decisions in all disciplines

Socio-culturally responsive medical professionalism and ethics education: A curriculum co-creation approach

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