Embedding Cultural Competence in Science Curricula

Cross, Rebecca; Bone, Elisa; Ampt, Peter; Bell, Tina L.; Quinnell, Rosanne; Gongora, Jaime

doi:10.1007/978-981-15-5362-2_14

Cited by 5 publications

(5 citation statements)

References 39 publications

(62 reference statements)

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“…For more on interpreting, adopting and adapting CC graduate attributes see: Sue, 2001;Lum, 2010;Flavell, Thackrah & Hoffman, 2013;Page, Trudgett, Bodkin-Andrews, 2019. Due to the ongoing marginalisation, continued colonisation and subjugation of Indigenous peoples and their ways of knowing, being and doing within the academic space and beyond, this focus has shaped most of our initial efforts to improve CC in science at The University of Sydney (Cross, Bone, Ampt, Bell, Quinnell & Gongora, 2020). This was paired with cultural awareness modules made available through the NCCC that focused specifically on introducing Indigenous knowledge systems to academics at The University of Sydney to provide a foundation for their ensuing journeys.…”

Section: Cultural Competencementioning

confidence: 99%

‘You’ll Never Get Cultural Competence in Science’: An Australian Perspective on Integrating Cultural Competence into Science Teaching Via Cultural Accountability

Cross¹,

Quinnell²,

Bell³

et al. 2021

IJISME

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In the last decade, the Australian higher education sector has championed the inclusion of cultural competence (CC) as a key graduate quality. Diverse disciplinary learning and teaching approaches requiring careful consideration about how best to achieve the end goal of supporting graduates on their individual, life-long pathways to engage with CC. Science can be viewed as an inflexible and immovable discipline. This perception seems particularly prevalent with respect to scientists acknowledging epistemes outside of a western cultural frame. It follows that eliciting curriculum reform with respect to CC broadly, and Aboriginal and Torres Strait Islander perspectives more specifically, was perceived to be a significant challenge. Through interviews with eleven non-Indigenous academics across the Faculty of Science at the University of Sydney, we uncovered several strategies for including multiple knowledges in science, with academics traversing these new horizons by building on the work of and collaborating with Indigenous Elders and academics to create enriched learning spaces. Alongside these strategies are staff reflections on their CC journey, which indicate that this endeavour entails necessary and vital discomforts that ultimately enable transformation. This process while guided by CC, led to experiences of cultural humility and a conviction in the role of cultural accountability.

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Section: Cultural Competencementioning

confidence: 99%

‘You’ll Never Get Cultural Competence in Science’: An Australian Perspective on Integrating Cultural Competence into Science Teaching Via Cultural Accountability

Cross¹,

Quinnell²,

Bell³

et al. 2021

IJISME

Self Cite

View full text Add to dashboard Cite

show abstract

“…Educational policymakers see the value of science education in economic growth and technological modernization to support the problems (Koh, Tan, & Cheah, 2008). Unfortunately, most of the developing nations try to use a version of the Westernregulated curricula system by, most of the time, simply adapting it into their educational context (Cross et al, 2020).…”

Section: Introduction 1background Of the Studymentioning

confidence: 99%

“…On a national and international scale, the curriculum development process has been considered a problematic duty for educators and educational policymakers (Cross et al, 2020). For instance, curriculum reforms should incorporate clear research-based evidence or school system outcomes.…”

Section: Introduction 1background Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis

Soysal¹

2022

J. Sci. Learn.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.

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“…Study abroad has traditionally been considered among the best ways to foster cultural awareness among language learners, although the specifics of how to do so while abroad remain a topic of discussion; many have proposed that technology, effectively incorporated, can serve to assist learners on their journey towards intercultural awareness (e.g., Godwin‐Jones, 2016; Lomicka & Ducate, 2019). How to foster this same level of cultural noticing and reflection for students in disciplines other than languages, however, is only beginning to receive attention in academic literature (e.g., Cross et al, 2020; Tanner & Allen, 2007). Regardless of the learner population, though, to foster cultural awareness, a common understanding of what constitutes such awareness is necessary.…”

Section: Introductionmentioning

confidence: 99%