Portrait of a science teacher as a bricoleur: A case study from India


DOI: 10.1007/s11422-008-9120-2

Cite this article as:
Sharma, A. Cult Stud of Sci Educ (2008) 3: 811. doi:10.1007/s11422-008-9120-2


This paper presents a case study of science teaching in an eighth grade school classroom in India. It comes out of a larger ethnographic study done in 2005 that looked at how science was taught and learned in a rural government run middle school in the state of Madhya Pradesh in India. Subscribing to a sociocultural perspective, the paper presents a narrative account of how a science teacher negotiated and made use of the existing discourses that influenced his teaching practice to construct learning experiences for his students. It is a portrait of him as a bricoleur, engaged in making-do with what is of available to conform to prescriptive discursive norms as well as engage in situated, contingent and collaborative pedagogical improvisations with his students. Through a discursive analysis of Mr. Raghuvanshi’s teaching practice, this paper presents his bricolage as a feature of everyday sociocultural practices, and as an instance of glocalization of decontextualized school science discourse. It also offers a case for creation and strengthening of material conditions that support enactment of teacher agency for construction of meaningful and relevant learning experiences for students.

Open image in new windowOpen image in new window


Science teaching Ethnography Bricoleur India 

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.Department of Elementary and Social Studies EducationUniversity of GeorgiaAthensUSA

Personalised recommendations