Cultural Studies of Science Education

, Volume 7, Issue 1, pp 103–110 | Cite as

Understanding creative cultural divergence: a Bakhtinian reflection from a culture-crossing scholar

Forum

Abstract

I respond to Baron and Chen’s article on creative cultural divergence, which they describe as the novel pedagogy of diverging from culturally generated educational expectations. Their article provides an analysis on how an experienced Taiwanese teacher drew on different forms of creative cultural divergence to facilitate students’ critical thinking and science inquiry. To better understand the phenomenon of creative cultural divergence, I draw on Bakhtin’s concepts of outsideness, novelization, and internally persuasive discourse to analyze how these divergences are produced. These concepts not only help us to understand the phenomenon of creative cultural divergence, they also help me to reflect on my own culture-crossing experience. The implications of these concepts for culture and education are further discussed.

Keywords

Outsideness Novelization Internally persuasive discourse 

References

  1. Bakhtin, M. (1981). The dialogic imagination. Austin, TX: University of Texas Press.Google Scholar
  2. Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.Google Scholar
  3. Dahl, M. (2010). Failure to thrive in constructivism: a cross-cultural malady. Rotterdam: Sense.Google Scholar
  4. Hsu, P.-L. (2010). Beyond space and across time: non-finalized dialogue about science and religion discourse. Cultural Studies of Science Education, 5, 201–212.CrossRefGoogle Scholar
  5. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.Google Scholar
  6. van Eijck, M., & Roth, W.-M. (2011). Cultural diversity in science education through novelization: against the epicization of science and cultural centralization. Journal of Research in Science Teaching, 48, 824–847.CrossRefGoogle Scholar
  7. Wey, T.-M. (2008). The discourse analysis of constructivism-based mathematics curriculum reform. Unpublished doctoral dissertation, National Chung Cheng University, Chiayi, Taiwan.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Department of Teacher EducationUniversity of Texas at El PasoEl PasoUSA

Personalised recommendations