Addressing Issues of Diversity in Curriculum Materials
and Teacher Education
David McLaughlin (MSU), James Gallagher (MSU), Mary Heitzman (UM), Shawn Stevens (UM), and Su Swarat (NU)
Aikenhead, G. (2001). Integrating Western and Aboriginal sciences: Cross-cultural science teaching.
Research in Science Education, 31, 337-355.
The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. A rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms is presented. The author then describes a research and development project for years 6-11 that illustrates cross-cultural science teaching in which Western and Aboriginal sciences are integrated.
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14. The authors describe the uneven role of curriculum materials in practice and adopt the perspective that curriculum materials could contribute to professional practice if they were created with closer attention to processes of curriculum enactment. “Educative curriculum materials” place teachers in the center of curriculum construction and make teachers’ learning central to efforts to improve education. Curriculum use and construction are framed as activities that draw on teachers’ understanding and students’ thinking.
Barab, S. A., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(4), 454-567. Developing and supporting the implementation of project-based, technology-rich science curriculum that is consistent with international calls for a new approach to science education while at the same time meeting the everyday needs of classroom teachers is a core...