Science Learning and Multicultural Science Education: Insights with Which to Move Forward

Abstract

Aligned with the overarching theme of the International Handbook of Research on Multicultural Science Education, the Science Learning part invites readers into a conversation across eight chapters about research in multicultural science education and science learning. The introduction to the Science Leaning section introduces several productive lines of inquiry at the intersection of multicultural science education and science learning explored by contributing authors. A central guiding question explored in this section is what challenges and opportunities in change processes in multicultural science education can help push understanding about science learning in professional practice and the public domain. A collective analysis across the section elaborates on several themes embedded in the experiences of identity, the cultures of individuals, collectives, and contexts. While many practices and research models of multicultural science education exist, collectively, the models explored in this section highlight themes that reinforce the crucial roles of equity and social justice in science learning. When situated within the systematic and authentic practice, the intent of these models of multicultural science education research is not to inoculate science education from the vicissitudes of science education policy and standard reform initiatives. Instead, these models strive to address how science learning can thrive and improve the lives of marginalized groups.