Culturally Relevant Pedagogy: An Approach to Foster Critical Consciousness in Civil Engineering

Castaneda, Daniel I.; Mejia, Joel Alejandro

doi:10.1061/(asce)ei.1943-5541.0000361

Cited by 20 publications

(17 citation statements)

References 46 publications

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“…Research has also shown that some teachers feel elementary or middle school students are too young to engage in conversations about -isms (e.g., classism, racism, sexism) or structural inequities (Freire & Valdez, 2017;Young, 2010). Others have found that some teachers believe these discussion topics to be beyond the purview of STEM classrooms, especially elementary or middle school science classrooms (Bang et al, 2017;Castaneda & Mejia, 2018;Godfrey & Parker, 2010;Nasir, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all. Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students’ realities in empowering rather than deficit‐oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students’ realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of sociopolitical consciousness, the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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“…tends to be more comfortable when everyone "stays in their lane." Sciences and engineering disaster-related scholarship remains largely grounded in technological determinism (Castaneda and Mejia, 2018;), thus ultimately missing a critical focus on power relations, conforming to systems of power, and operating within those systems in order to succeed. Grounded in positivism that defines scientific activity as objective and focusses on solving technical problems, such approach to disaster scholarship largely fails to recognise the existence of alternative epistemologies as well as ethnocentricity or masculinity of 'scientific' knowledge and procedures (Chmutina and von Meding, 2021).…”

Section: Interdisciplinarity In Disaster Scholarship: a Blessing Or A...mentioning

confidence: 99%

“Critique is not a verb”: is peer review stifling the dialogue in disaster scholarship?

Chmutina

Cheek

Meding

2022

DPM

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PurposeIn this position piece, the authors will reflect on some of their recent experiences with the peer-review process in disaster studies and show how debate can so easily be stifled. The authors write it as a plea for healthy academic argumentative discussion and intellectual dialogue that would help all of us to refine our ideas, respect others’ ideas and learn from each other.Design/methodology/approachThe authors provide reflection on our own experiences. All the examples here are based on the anonymous (double-blinded) peer reviews that the authors have received in the past two years in response to papers submitted to disaster-related journals.FindingsThe authors show that the grounds for rejection often have nothing to do with the rigour of the research but are instead based on someone's philosophy, beliefs, values or opinions that differ from that of the authors, and which undermine the peer-review process.Research limitations/implicationsThere is so much potential in amicable and productive disagreements, which means that we can talk together – and through this, we can learn. Yet, the debate in its purest academic sense is a rare beast in disaster scholarship – largely because opposing views do not get published.Originality/valueThe authors call for ideological judgement and self-interest to be put aside when peers' work is reviewed – and for intellectual critique to be used in a productive way that would enhance rather than stifle scholarship.

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“…Due to 'a number of practical, attitudinal and environmental barriers that prohibit the adoption of innovative and inclusive pedagogy' (Moriarty, 2007, p.253), much of the learning related to DRR within BE domains still takes place by employing teacher-centred pedagogies that not only prioritise the 'expert' voice of the educator, but that are focused primarily on developing the technical competence of BE students so that they are practice-ready. Teaching is most often delivered in a traditional learning format using deductive approaches and technological determinism, with the subject matter initially presented and followed by applications and examples (Taylor et al, 2002;Kersten, 2018;Castaneda and Mejia, 2018;Graham, 2018). The conservatism of such pedagogical approaches is perhaps rooted in the necessity to maintain and deliver huge amounts of information and expertise gained over decades or even centuries (Polyakova, 2020), as well as the core competency requirements of professional bodies (Bosher et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Towards a liberatory pedagogy of disaster risk reduction among built environment educators

Chmutina

Meding

2022

DPM

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PurposeThis paper aims to enhance the understanding of what is being taught – and how – to future built environment (BE) professionals in higher education (HE) BE curricular in the context of disaster risk reduction (DRR).Design/methodology/approachReflecting on the results of an extensive survey carried out among 21 BE educators representing 14 countries, the pedagogies used to educate tomorrow’s BE professionals about DRR-related subjects are explored.FindingsThe vast majority of HE training for the future BE professionals focuses on hazards as a “problem” posed by nature – something that can be “solved” through a technical solution. Little reflection is required as to the social implications of DRR “solutions”, and knowledge too often remains analytical and distant from any sort of lived experience. Whilst many DRR-related subjects introduce the ideas of human-centric DRR, there is still a disconnection between technical engineering subjects and broader social science subjects. This is a missed opportunity for students acquiring technical knowledge to reflect on and engage with a wider societal context.Originality/valueThe paper draws on the liberative pedagogies of Paulo Freire, bell hooks and others to engage BE educators in collectively drawing on philosophies and practices that emphasise holistic ways of knowing and learning and encourage the broader consideration of non-technical ideas. This kind of DRR pedagogy is required if the society is to collectively strive for a BE that enhances equity and well-being, while avoiding the creation of risk through development and redevelopment.

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Culturally Relevant Pedagogy: An Approach to Foster Critical Consciousness in Civil Engineering

Cited by 20 publications

References 46 publications

Illuminating political clarity in culturally relevant science instruction

Illuminating political clarity in culturally relevant science instruction

“Critique is not a verb”: is peer review stifling the dialogue in disaster scholarship?

Towards a liberatory pedagogy of disaster risk reduction among built environment educators

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