Race, multiculturalisms and the role of science in teaching diversity: towards a critical post-modern science pedagogy

Ash, Anthony; Wiggan, Greg

doi:10.1080/2005615x.2018.1460894

Cited by 7 publications

(5 citation statements)

References 107 publications

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“…Science in the postmodern era endorses the principles of democracy and justice, critical sustainability, and transformation for an equitable future [1]. On the same plane, Science education has evolved to (a) meet the needs of an increasingly diverse society [2], and (b) reorient learning by adopting the principles of "transdisciplinarity," "political citizenship" and "philosophical values," overall, implementing science education through "interdisciplinary sessions in science and humanities" ( [3], p. 106).…”

Section: Introductionmentioning

confidence: 99%

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STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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Section: Introductionmentioning

confidence: 99%

“…Moreover, to move to a critical postmodern level, STEAM will have to address equity issues [1]. More specifically, the STEAM approach must address (a) the gender disparities and (b) the barriers disadvantaged students face in STEM education and STEM careers [2].…”

Section: Introductionmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

View full text Add to dashboard Cite

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“…If the goal of risk communication scholarship is to serve the public interest in sustaining socioecological health, how to construct a picture of the public and how to represent the public interest are prerequisites for them before undertaking the duties of being public educators. Although it is impossible to name all the identities as we can't name all the risks, having an open attitude to accept different identities and perspectives is an essential component for public educators to signal their acceptance of diversity as a goal (Ash & Wiggan, 2018;Cammarota, 2011;Giannotti, 2019). In other words, before asking the public audience to accept the risk knowledge provided by risk communication research, risk experts as educators need to first acknowledge and admit the heterogeneous nature of the public as learners in this educational conversation.…”

Section: Diversity Statementmentioning

confidence: 99%

Using Syllabus as Metaphor for Investigating Communicative Risk in Contemporary Risk Communication Research: A Critical Pedagogical Perspective

Zhang

2023

JLCS

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This paper explores the potential of utilizing the syllabus as a metaphor for investigating communicative risk and its contribution to contemporary risk communication research. The normalized discourse of “experts vs. laymen” in risk communication produces an asymmetrical relationship when risk information is presented to the public. The syllabus, however, provides a place for risk communication scholars to practice essential functions such as pragmatic and constitutive to the public. The syllabus is not only a practice that navigates relations between the scientists as educators and the public audience as students but also a mediator that affords representation of communicating various visible public risks in the public sphere. The paper argues that recognizing communicative risk and its impact on conceptualizing risk perception through the metaphor of syllabus is critical to reconsider the interdependent relationship between risk and communication and the interdisciplinarity of risk communication research. The paper concludes that the syllabus could become a solution to overcoming the discursive construction of “experts vs. laymen” by providing a forum for inclusive public discussion and empowering the public to feel, reflect, and express how risk plays a role in their everyday lives.

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“…It draws from tenants of critical race theory, critical feminist theory, and intersectionality. Social justice pedagogy integrates critical race theory by addressing racism as a structural and systemic issue that utilizes the social construct of race to oppress members outside of the dominant group (Ash & Wiggan, 2018;Kishimoto, 2016). Social justice pedagogy integrates critical feminist theory by addressing the pervasiveness of systemic and individual sexism in our patriarchal society (Ash & Wiggan, 2018).…”

Section: Social Justice Approach To Pedagogymentioning

confidence: 99%

“…Intentional pedagogical strategies are essential to creating a curriculum centered around diversity and social justice. These strategies confront bias in the classroom by addressing issues of prejudice, bias, identity, and oppression, thereby raising awareness of injustice that functions on both systemic and interpersonal levels (Applebaum, 2008;Ash & Wiggan, 2018;Beckett, 2015). The courses analyzed in the present study integrated this strategy during lecture, discussions, presentations, and written assignments by prompting students to consider how their intersecting identities lead to diverse experiences and perceptions that may be prone to bias or the formation of stereotypical schemas.…”

Section: Integrating Social Justice Pedagogy Into a Social Psychology Coursementioning

confidence: 99%

Effectively Integrating a Diversity Focused Pedagogy into a Social Psychology Course

Latimer¹,

Archibald²,

Niemann³

2021

WJER

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A number of faculty who teach psychology courses opt out of addressing diversity-centered content out of discomfort or glaze over this material, ultimately creating content which does not relate to increasingly diverse student bodies (Boysen, 2011; Ocampo et al., 2003). The present study examines the effectiveness and impact of utilizing a pedagogy grounded in a theory of diversity/social justice with respect to learning outcomes. The study also explores whether faculty’s teaching experience impacts student’s understanding and application of diversity focused content. Three raters categorized and coded assignment data from two course sections, containing a total of 786 undergraduate respondents. Students applied more content from diversity-centered chapters to their papers and final project. Additionally, the rate at which students applied diversity-focused concepts to assignments did not differ by instructor’s teaching experience. Findings indicate that students overwhelming resonate with diversity centered content and choose to relay constructs which align with a diversity-centered, socially just pedagogy over general social psychology content. Our findings also suggest that a diversity-driven curriculum can be effectively implemented in the classroom and received by students, regardless of prior teaching experience or exposure.

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Race, multiculturalisms and the role of science in teaching diversity: towards a critical post-modern science pedagogy

Cited by 7 publications

References 107 publications

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Using Syllabus as Metaphor for Investigating Communicative Risk in Contemporary Risk Communication Research: A Critical Pedagogical Perspective

Effectively Integrating a Diversity Focused Pedagogy into a Social Psychology Course

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