Multiple Ways of Knowing *

Warren, Beth; Vossoughi, Shirin; Rosebery, Ann S.; Bang, Megan; Taylor, Edd V.

doi:10.4324/9780203774977-19

Cited by 83 publications

(80 citation statements)

References 0 publications

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“…While our study examined the making of lower tier school science and mathematics, we stress that upper tier courses are not simply "real" science or math in an abstract, natural, or pure state. Advanced science and mathematics coursework is equally indebted to its early 20th-century cultural and sociopolitical formation-reinstating onto-epistemic hierarchies (Warren et al, 2020) and racializing premises of what constitutes talent or potential (Bullock, 2020). Scholars have examined how imperial and settler colonial projects shaped disciplines of physics, chemistry, biology, geology, and mathematics, and how elements of these disciplines became converted into ostensibly neutral subject matter of K-12 schooling (see, e.g., Adams & Weinstein, 2020;Greer & Mukhopadhyay, 2012;Ideland, 2018;le Roux & Swanson, 2021).…”

Section: Discussionmentioning

confidence: 99%

“Real-Life Needs”: How Humanitarian Techniques Produce Hierarchies of Science and Mathematics Education

Kirchgasler

Yolcu

2022

Teachers College Record: The Voice of Scholarship in Education

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Background and Context: Racialized disparities in curricular tracking have long been ascribed to narrow tests that create a hierarchy of perceived ability. Consequently, teachers are urged to reject deficit views of ability and embrace more expansive techniques to reveal and respond to the real-life needs of students, especially those from minoritized groups. Paradoxically, these tools, upheld as equity strategies today, had prior careers racializing populations along a hierarchy of perceived needs. That hierarchy, which gave a humanitarian basis for curricular tracking, continues to produce racializing effects today. Purpose: This article rethinks how teachers are taught to distinguish the real-life needs of students from marginalized communities. As a history of the present, it examines how demographic distinctions in health-related needs emerged historically and became tied to lower track science and mathematics instruction. We ask: To what extent do current strategies persist in dividing populations and prescribing distinct pedagogies? Have the normalizing impulses of past tools been removed or rearticulated in recent reforms that promote educational and health equity? Research Design: We first analyzed articles reviewed as exemplary of culturally responsive science and mathematics education to identify techniques recommended to uncover students’ real-life needs. Next, we compared these techniques with similar tools promoted in early 20th-century U.S. science and mathematics education journals, when these fields began distinguishing types of students and matching them with distinct tiers of instruction. Conclusions: Despite key shifts over the century (e.g., from treating inherent pathologies to redressing inequities), similar tools operate as humanitarian techniques today. That is, they classify populations as having “immediate needs” for intervention in daily life that preempt “future needs” for academic preparation. The resulting hierarchy of perceived needs orders students and subject matter from applied relevance to abstract rigor. This yields four dangers: (1) positing target students and families as not-yet-capable of self-direction, (2) prioritizing for target groups an applied and often lower prestige curriculum with consequences for their academic trajectories, (3) depoliticizing systemic inequities as problems of attitude adjustment, and (4) depoliticizing mainstream science and mathematics education by isolating sociopolitical concerns as compensatory interventions. We argue that school science and mathematics are not unique in these respects but epitomize risks present whenever social scientific tools offer an ostensibly neutral basis for seeing and sorting difference.

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Section: Discussionmentioning

confidence: 99%

“Real-Life Needs”: How Humanitarian Techniques Produce Hierarchies of Science and Mathematics Education

Kirchgasler

Yolcu

2022

Teachers College Record: The Voice of Scholarship in Education

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“…This approach tends to center western worldviews with a history that purposefully excludes BIPOC perspectives. The concept of multiple ways of knowing (exploration of pedagogy different to that which upholds colonial power and knowledge; Warren et al, 2020 ) is best introduced at the beginning of the semester and then incorporated throughout, so students are positioned to understand the value of engaging with diverse knowledge systems (Barnhardt & Kawagley, 2008 ; Kimmerer, 2002 , 2012 ; Reid et al, 2021 ). You can find some examples of resources that you might use to introduce the concept of traditional ecological knowledge and Indigenous knowledge systems (Box 2 , Files S1 and S2 ).…”

Section: A Framework For Collaborative Professional Learning Communit...mentioning

confidence: 99%

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Perrin-Stowe

Horner

Coon

et al. 2023

Ecology and Evolution

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Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti‐racist and anti‐colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti‐racist and anti‐colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses.

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“…Given heightened concerns about the deep structures of racial and social inequality in our schools (Alim, Paris, & Wong, 2020; Love, 2019; Warren et al, 2020) and the increasing mismatch between the ways schools teach and the ways young people learn (Darling-Hammond, 2010; Mehta & Fine, 2019), the aforementioned understandings have become especially urgent. But what would taking up this holistic approach to the science of learning actually mean in practice?…”

Section: Redefining Good Schoolsmentioning

confidence: 99%

“…They can perpetuate and deepen inequities, while also disrupting them by creating opportunities for social change and justice. Their curricula, reading lists, teaching practices, resources, and tools can become instruments of racial, colonial, and patriarchal oppression (Warren et al, 2020), but they can also reflect the richness of students’ everyday linguistic, cultural, and familial experiences (Yosso, 2005), perhaps even turning the classroom into what bell hooks (1994) memorably described as “a place where paradise can be created” (p. 207).…”

Section: Redefining Good Schoolsmentioning

confidence: 99%

Rethinking schools, rethinking learning

Royston¹,

Lee²,

Nasir³

et al. 2020

Phi Delta Kappan

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The COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pea argue that a good school takes an expansive understanding of learning and recognizes learning as fundamentally cultural and rooted in human systems of power and ideology.

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Multiple Ways of Knowing *

Cited by 83 publications

References 0 publications

“Real-Life Needs”: How Humanitarian Techniques Produce Hierarchies of Science and Mathematics Education

“Real-Life Needs”: How Humanitarian Techniques Produce Hierarchies of Science and Mathematics Education

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Rethinking schools, rethinking learning

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