Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

Brand, Brenda; Glasson, George E.

doi:10.1002/tea.10131

Cited by 46 publications

(30 citation statements)

References 26 publications

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“…Researchers have found that early life experiences and conceptions of self can make identifying and critiquing long-held views about who students are and how they should be taught difficult (Brand & Glasson, 2004). Beginning teachers may embrace the notion of science and mathematics for all, but they still struggle to start instruction from the knowledge, interests, and experiences of their students (Bianchini & Cavazos, 2007;Simmons et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Bianchini

Brenner

2009

Science Education

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ABSTRACT:We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English learners, differentiation, and reform-minded science or mathematics strategies. During the

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Section: Introductionmentioning

confidence: 99%

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Bianchini

Brenner

2009

Science Education

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“…For most studies that address some aspect of a subject-matter identity of teachers in science education, they predominantly deal with secondary and middle school teachers (see examples, Bianchini, Cavazos, & Helms, 2000;Brand & Glasson, 2004;Eich & Reed, 2002;Enyedy, Goldbergh, & Welsh, 2005;Helms, 1998;Proweller & Mitchener, 2004); very few studies actually deal with elementary teachers in their construction of a science teacher identity (see exceptions, Lunn & Solomon, 2000;Rivera Maulucci, 2008). Unlike secondary teachers of science or majors of science, elementary teachers' identities in science are far from a strong sense of self as a science person or a tight relationship with the professional identity of science.…”

Section: Subject-matter Teacher Identitymentioning

confidence: 99%

Studying Science Teacher Identity

Avraamidou

2016

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall A C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-377-3 (paperback) ISBN: 978-94-6300-378-0 (hardback) ISBN: 978-94-6300-528-9 (e-book)Published by: Sense Publishers,

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“…The few research articles that were identified as using a cultural lens to study teacher preparation generally employed a discontinuous view of culture and made reference to cultural borders, mismatches, and conflicts. For example, Brand and Glasson (2004) used the idea of border crossing to explore the experiences of preservice science teachers when teaching students from cultural backgrounds different from theirs.…”

Section: Culture(s) As Bounded Social Worldsmentioning

confidence: 99%

New metaphors about culture: Implications for research in science teacher preparation

Seiler

2012

J Res Sci Teach

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Culture has been commonly used in science education research, in particular to examine issues of equity for students from low-income, racial, and ethnic minority communities. It has provided a lens with which to appreciate science classrooms as cultural places and to recognize the importance of students' cultural ways of being as resources for science learning. Scanning the ways that ''culture'' has been used in recent publications shows that much science education research continues to draw from an older view of culture(s) as a bounded and coherent set of beliefs and practices associated with a distinct social world, referred to as a pluralizable or discontinuous view of culture. This view of culture has been critiqued on the basis of its assumptions of homogeneity of groups and as masking the role of systemic inequity in the marginalization of people from certain communities. This view of culture is often associated with a particular set of metaphors, such as cultural borders, gaps, mismatch, conflict, and tension. Despite increasing attention in science education research to an alternative view of culture as porous and emergent, these newer ways of thinking about culture do not yet seem to have been taken up in research around science teacher preparation. Recognizing the usefulness as well as the limits of the older view of culture as bounded and coherent social worlds, this paper points to other metaphors about culture-such as funds of knowledge, third space, and figured world-that might be more helpful in preparing science teachers. By exploring the metaphors we use to think about culture and how they structure the inferences and actions of teachers and researchers alike, we can envision new avenues of research and practice that will inform the preparation of science teachers for the complexity of our schools and classrooms. ß

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Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

Cited by 46 publications

References 26 publications

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Studying Science Teacher Identity

New metaphors about culture: Implications for research in science teacher preparation

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