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

Article

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

Abstract

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.

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Keywords

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

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