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Cultural Studies of Science Education

, Volume 12, Issue 2, pp 513–519 | Cite as

In response to David Greenwood’s ‘Place mobility and faculty life: mindfulness through change’ through the lens of science teacher education programs

  • Mary K. Nyaema
OP-ED
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Abstract

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5–16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood’s article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.

Keywords

Ecological mindfulness Culturally responsive teaching Science teacher preparation Increasingly diverse classrooms 
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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Science Education, Department of Teaching and LearningUniversity of IowaIowa CityUSA

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