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Preparing Teachers of Science for the Multicultural Classroom Through a Global Lens

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International Handbook of Research on Multicultural Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Science is foundational to how people observe, explore, and theorize about the natural world. Teachers of science have both the opportunity and challenge of exploring scientific concepts, practices, and habits of mind with students in such a way that their students gain a deep understanding of how the world works, as well as how they play a part in the story of science. However, science and all of its components do not exist in a vacuum. Science is shaped by the culture and experiences of its practitioners. As a result, science education extends the world (and cultural identities) of scientists into the classroom environment, where students from multiple races, ethnicities, socioeconomic backgrounds, and other lived experiences are exposed to a framing of science that may or may not represent or communicate their perspective and place in their world outside of school. The authors of this chapter assert that even though we are a fourth of the way into the twenty-first century, racial inequality and social injustice continue to span the entire globe. The authors reflect on the cultural and societal norms that transform relationships of sociocultural factors that contribute to systematic racism and injustices in the multicultural science classroom. The authors also provide examples and insight throughout the chapter that specifically demonstrate how teachers of science in varied multicultural contexts around the globe can be prepared to take steps in making their science classrooms more equitable and socially just, so that all students see themselves, their culture, and their language affirmed in science teaching and learning. Finally, the authors offer some ways of thinking about the critical research and pedagogy that is needed for making our way forward in helping teacher candidates and practicing teachers of science develop multicultural science classrooms that embrace the diversity of perspectives embedded in the world of science.

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Author information

Authors and Affiliations

  1. Georgia Southern University, Statesboro, GA, USA

    Regina P. McCurdy

  2. College of Community Innovation and Education, University of Central Florida, Orlando, FL, USA

    Katherine Cruz-Deiter

  3. School of Teacher Education, University of Central Florida, Orlando, FL, USA

    Malcolm B. Butler

Authors
  1. Regina P. McCurdy
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  2. Katherine Cruz-Deiter
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  3. Malcolm B. Butler
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Corresponding author

Correspondence to Regina P. McCurdy .

Editor information

Editors and Affiliations

  1. Department of Mathematics and Science Education, University of Georgia, Athens, GA, USA

    Mary M. Atwater

Section Editor information

  1. School of Education, Lehman College, Bronx, USA

    Gillian Bayne

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McCurdy, R.P., Cruz-Deiter, K., Butler, M.B. (2021). Preparing Teachers of Science for the Multicultural Classroom Through a Global Lens. In: Atwater, M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-37743-4_37-2

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  • DOI: https://doi.org/10.1007/978-3-030-37743-4_37-2

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  • Print ISBN: 978-3-030-37743-4

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