Intercultural science education as a trading zone between traditional and academic knowledge

Robles-Piñeros, Jairo; Ludwig, David; Baptista, Geilsa Costa Santos; Andrade, Adela Molina

doi:10.1016/j.shpsc.2020.101337

Cited by 14 publications

(6 citation statements)

References 51 publications

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“…According to Denia, the teacher needs to “[…] teach in contexts […]” communicating to students how science works, its methods, stages, but that this does not mean taking the student to “[…] believe in one or the other […],” but “[…] yes, to know different ways of thinking about that subject […].” This path adopted by Denia helps students to master science and to negotiate meanings in view of students’ cultural knowledge, which for Robles-Piñeros et al ( 2020 ) is consistent with the perspective of intercultural education, which values dialogue and management of tensions and conflicts between different ways of knowing.…”

Section: Resultsmentioning

confidence: 64%

“…We agree with the arguments of El-Hani and Mortimer ( 2007 ), that teachers can teach science considering students’ worldviews, but without losing sight of the need to encourage them to master science. Denia could not feel “confused” if she abandons the universalist position and assumes Epistemological Pluralism and Interculturalism, which will give confidence to her in recognizing her objective of teaching Western science, particularly scientific knowledge to schools, in a dialogical way with the other cultures, with no need of hierarchies or exclusions in classrooms (Melo-Brito, 2020 ; Robles-Piñeros et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

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Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

Baptista

Andrade

2021

Hu Arenas

Self Cite

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We discuss the results of a qualitative research with science teachers that serve students from traditional communities. The aim is to analyze their conceptions on the importance of teaching and how to teach Western science to students from these communities. Data collection is carried out through semi-structured interviews with four teachers who work in a public school in the state of Bahia, Brazil. The analysis starts from the construction of narratives, generating thematic categories and epistemic positioning of teachers’ conceptions. The results indicate that, for those teachers, teaching Western science to students from traditional communities is important for the expansion of their knowledge and their active participation in different sociocultural environments, through methods that include intercultural dialogue. However, their answers have contradictions, which allow us to infer that their conceptions transit into the four epistemic positions on science teaching and cultural diversity: Epistemological Pluralism, Interculturalism, Multiculturalism, and Universalism, with the first two being the most emphasized. This reveals a dilemma between what they conceive as goals and links for science education, and what they practice as teachers, which is possibly influenced by school pedagogy provided by public policies of national education. We consider implications of these conceptions and positions for teacher education and science teaching sensitive to cultural diversity.

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Section: Resultsmentioning

confidence: 64%

Section: Resultsmentioning

confidence: 99%

Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

Baptista

Andrade

2021

Hu Arenas

Self Cite

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“…It is too narrow for many ethnobiologists whose primary goal is not to understand scientific practice and who are sensitive to the—epistemic but also political—risks of equating natural and scientific kinds. For many ethnobiologists, it is relevant whether community categories support local practices and livelihoods by capturing relevant property clusters in the biological world (Robles-Pineros et al, 2020 ) rather than to demand that communities have developed a “classificatory program [that] provides a well-supported account of how the Functionality and Grounding Conditions are met” (Reydon & Ereshefsky, 2022 , 13). This is not to say that Ereshefsky and Reydon are wrong to demand such an account in the context of their particular interests as philosophers of science but it is less plausible in the context of ethnobiologists trying to understand community classifications.…”

Section: Saving Natural Kinds: the Naturalistic Strategymentioning

confidence: 99%

From naturalness to materiality: reimagining philosophy of scientific classification

Ludwig

2023

Euro Jnl Phil Sci

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The notion of natural kinds has been widely criticized in philosophy of science but also appears indispensable for philosophical engagement with classificatory practices. Rather than addressing this tension through a new definition of “natural kind”, this article suggests materiality as a substitute for naturalness in philosophical debates about scientific classification. It is argued that a theory of material kinds provides an alternative and more inclusive entry point for analyzing classificatory practices, which is specified through an account of “restricted malleability” of materiality and further analyzed as (1) gradual, (2) multi-dimensional, (3) scalable, (4) interactive, and (5) purpose sensitive.

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“…Particularly in the health sector, the need to provide access to both refugees, migrants and all people belonging to the spectrum of diversity is urgent [4,5,6]. Intercultural education from the other side, aims at the acceptance of diversity, cultural differentiations, respect and equality [7]. Respectively, diversity studies promote the acceptance towards different perceptions, cultural values but also habits of the everyday life [8,9].…”

Section: Introductionmentioning

confidence: 99%

Translation and validation of the Cultural Competence Self-assessment Checklist of Central Vancouver Island Multicultural Society for Health Professionals

Argyriadis

Asimakopoulou

Patelarou

et al. 2022

Preprint

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The World Health Organisation emphasizes the importance of training future healthcare practitioners to practice respectful and person-centred health care. The importance of this can be demonstrated in the example of cultural competence, which has been observed to be associated with improved patient satisfaction and concordance with recommended treatment. The aim of this study was to translate and validate in the Greek language the Cultural Competence Self-assessment Checklist of the Central Vancouver Island Multicultural Society and test it in the population of health scientists in Cyprus. A cross-sectional analysis took place between October 2021 and January 2022 in 300 health scientists in Cyprus using convenient sampling. The sample consisted of doctors, nurses, psychologists, social workers and physiotherapists. In order to test the questionnaire internal consistency reliability we used the Cronbach coefficient alpha. After the translation of the Cultural Competence Self-assessment Checklist there was a Cronbach alpha indication of 0.7 in all three thematic units of the checklist. 300 participants filled in the research tool, 241 women (80.3%) and 59 men (19.6). Only 2% of the sample had attended a cultural competence training before or had an expertise. The Greek version of the Cultural Competence Self-assessment Checklist of the Central Vancouver Island Multicultural Society is a valid instrument that can be used in the Greek language referring to health scientists both in Cyprus and Greece. Keywords: Cultural Competence, health professionals, validation in Greek, self assessment.

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Intercultural science education as a trading zone between traditional and academic knowledge

Cited by 14 publications

References 51 publications

Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

From naturalness to materiality: reimagining philosophy of scientific classification

Translation and validation of the Cultural Competence Self-assessment Checklist of Central Vancouver Island Multicultural Society for Health Professionals

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