This book offers valuable guidance for science teacher educators
looking for ways to facilitate preservice and inservice teachers’
pedagogy relative to teaching students from underrepresented and
underserved populations in the science classroom. It also provides
solutions that will better equip science teachers of
underrepresented student populations with effective strategies that
challenge the status quo, and foster classrooms environment that
promotes equity and social justice for all of their science
students. Multicultural Science Education illuminates historically
persistent, yet unresolved issues in science teacher education from
the perspectives of a remarkable group of science teacher educators
and presents research that has been done to address these
issues. It centers on research findings on underserved and
underrepresented groups of students and presents frameworks,
perspectives, and paradigms that have implications for transforming
science teacher education. In addition, the chapters provide
an analysis of the socio-cultural-political consequences in the
ways in which science teacher education is theoretically
conceptualized and operationalized in the United States. The book
provides teacher educators with a framework for teaching through a
lens of equity and social justice, one that may very well help
teachers enhance the participation of students from traditionally
underrepresented and underserved groups in science, technology,
engineering, and mathematics (STEM) areas and help them realize
their full potential in science. Moreover, science educators will
find this book useful for professional development workshops and
seminars for both novice and veteran science teachers.
"Multicultural Science Education: Preparing Teachers for Equity and
Social Justice directly addresses the essential role that science
teacher education plays for the future of an informed and STEM
knowledgeable citizenry. The editors and authors review the
beginnings of multicultural science education, and then highlight
findings from studies on issues of equity, underrepresentation,
cultural relevancy, English language learning, and social justice.
The most significant part of this book is the move to the policy
level—providing specific recommendations for policy development,
implementation, assessment and analysis, with calls to action for
all science teacher educators, and very significantly, all middle
and high school science teachers and prospective teachers. By
emphasizing the important role that multicultural science education
has played in providing the knowledge base and understanding of
exemplary science education, Multicultural Science Education:
Preparing Teachers for Equity and Social Justice gives the reader a
scope and depth of the field, along with examples of strategies to
use with middle and high school students. These classroom
instructional strategies are based on sound science and research.
Readers are shown the balance between research-based data driven
models articulated with successful instructional design. Science
teacher educators will find this volume of great value as they work
with their pre-service and in-service teachers about how to address
and infuse multicultural science education within their classrooms.
For educators to be truly effective in their classrooms, they must
examine every component of the learning and teaching process.
Multicultural Science Education: Preparing Teachers for Equity and
Social Justice provides not only the intellectual and research
bases underlying multicultural studies in science education, but
also the pragmatic side. All teachers and teacher educators can
infuse these findings and recommendations into their classrooms in
a dynamic way, and ultimately provide richer learning experiences
for all students."Patricia Simmons, North Carolina State
University, Raleigh, USA "This provocative collection of chapters
is a presentation in gutsiness. Ingenious in construction
and sequencing, this book will influence science teacher educators
by introducing them to issues of equity and social justice directly
related to women and people of color. The authors
unflinchingly interrogate issues of equity which need to be
addressed in science education courses. "This provocative
collection of chapters is a presentation in gutsiness.Â
Ingenious in construction and sequencing, this book will influence
science teacher educators by introducing them to issues of equity
and social justice directly related to women and people of
color. The authors unflinchingly interrogate issues of
equity which need to be addressed in science education courses. It
begins with setting current cultural and equity issue within a
historic frame. The first chapter sets the scene by moving the
reader through 400 years in which African-American’s were
‘scientifically excluded from science’. This is followed by a
careful review of the Jim Crow era, an analysis of equity issues of
women and ends with an examination of sociocultural consciousness
and culturally responsive teaching. Two chapters comprise the
second section. Each chapter examines the role of the
science teacher in providing a safe place by promoting equity and
social justice in the classroom.  The three chapters
in the third section focus on secondary science teachers. Each
addresses issues of preparation that provides new teachers with
understanding of equity and provokes questions of good teaching.
Section four enhances and expands the first section as the authors
suggest cultural barriers the impact STEM engagement by
marginalized groups. The last section, composed of three
chapters, interrogates policy issues that influence the science
classroom." Molly Weinburgh, Texas Christian University, Fort
Worth, USA
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