Working toward equitable research practices: the value of highlighting complexity and respecting context

Abstract

In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript "How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs" and elaborate the ways in which we work toward highlighting the contextual complexities within our own research. Our research focuses on working toward equitable practices for culturally and linguistically diverse children in science education, in order to draw on the many cultural and communicative resources they bring to primary school science investigations. We draw upon our previous and current research projects in this forum contribution to tease-apart CMFs related to issues of equity in teaching science with culturally and linguistically diverse primary school children in our national context in Luxembourg. We conclude with a consideration of how the process of unpacking a diverse array of CMFs relative to our work with students helps us select and employ theoretical lenses and research methodologies that position us to gather rich understandings of the complexities within our research contexts and in our work with children and teachers.

Examining the complexities of science education in multilingual contexts: highlighting international perspectives

“…(UNESCO, 2014) As this quote from UNESCO's former Director General Irina Bokova emphasizes, multilingualism presents great opportunities, yet, multilingual science education in diverse contexts often entails tensions inherent in language-in-education policy and practice (e.g. Amin, 2009;Siry & Wilmes, 2020). Such tensions challenge quality science teaching and learning as they raise issues around social justice, identity, and educational policy.…”