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 challenge facing science educators. In this article, the authors discuss the challenges of scaling out university-developed, project-based curricula. In the authors’ thinking, the process of dissemination is not simply rubber-stamping the same program into multiple contexts; rather, the process of large-scale adoption involves additional, individual teacher-directed design, fitting, and adaptation for local circumstances.
Bartolome, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173-194. The author argues that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically, and often unknowingly, hold. A humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of educational practice is advocated. The author also emphasizes the need for teachers' evolving political awareness of their relationship with students as knowers and active participants in their own learning.
Bouillon, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878-898. In this article, the authors note the disconnection between schools and students’ home communities which can have both cognitive and affective implications for students. A form of “connected science” is explored in which real-world problems and school-community partnerships are used as contextual scaffolds to provide all students with opportunities for meaningful and intellectually challenging science learning. A case study in which a team of fifth-grade teachers used...