How do we know whether the glass is half full? Reflections on equity, hope, and cycles of violence

Suárez, Enrique

doi:10.1007/s11422-019-09921-2

Cited by 1 publication

(1 citation statement)

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“…This is because the curriculum was first introduced in many school education systems globally and historically, thus impacting the non-western learners' achievement and epistemological beliefs (Aikenhead, 1996). Scholars have suggested that this issue has disadvantaged marginalized students in many countries and contributed to achievement gap phenomena, dragging the equity and social justice issue in education (Johnson & Newcomer, 2020;Suárez, 2019). A decade ago, Hursh (2007) argued about neoliberal ideology in the United States education system, which was reflected in the policy of No Child Left Behind (NCLB).…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%