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Erschienen in: Cultural Studies of Science Education 1/2019

13.03.2018 | Original Paper

Towards a truer multicultural science education: how whiteness impacts science education

verfasst von: Paul T. Le, Cheryl E. Matias

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2019

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Abstract

The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are not entertained. Since whiteness is characterized as a hegemonic racial dominance that has become so natural it is almost invisible, this paper identifies how whiteness operates in science education such that it falls short of its goal for cultural diversity. Because literature in science education has yet to fully entertain whiteness ideology, this paper offers one of the first theoretical postulations. Drawing from the fields of education, legal studies, and sociology, this paper employs critical whiteness studies as both a theoretical lens and an analytic tool to re-interpret how whiteness might impact science education. Doing so allows the field to reconsider benign, routine, or normative practices and protocol that may influence how future scientists of Color experience the field. In sum, we seek to have the field consider the theoretical frames of whiteness and how it might influence how we engage in science education such that our hope for diversity never fully materializes.

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Metadaten
Titel
Towards a truer multicultural science education: how whiteness impacts science education
verfasst von
Paul T. Le
Cheryl E. Matias
Publikationsdatum
13.03.2018
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 1/2019
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-017-9854-9

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