Skip to main content

Advertisement

SpringerLink
Log in

Pushing the boundaries of cultural congruence pedagogy in science education towards a third space

  • Forum
  • Published:
Cultural Studies of Science Education Aims and scope Submit manuscript

Abstract

This review explores Meyers and Crawford’s “Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies” by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies to help teachers and students create hybrid spaces to push the boundaries of cultural congruence as described in this article. These strategies include a reflective component to the explicit instruction that encourages an integration of home and science discourses. My response to this work expands on their use of multicultural strategies to push toward a congruent Third space that asks not only what happens to the students who do not participate in science, but also what happens to science when a diverse group of people does not participate?

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72, 73–82.

    Article  Google Scholar 

  • Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research and Science Teaching, 41, 810–834.

    Article  Google Scholar 

  • Brown, B. A. (2006). “It isn’t no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research and Science Teaching, 43, 96–126.

    Article  Google Scholar 

  • Erickson, F. (1993/1996). Transformation and school success: The politics of cultural educational achievement. In E. Jacobs & C. Jordan (Eds.), Minority education: Anthropological perspectives (pp. 27–51). Norwood, NJ: Ablex Publishing Coroporation.

  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer Press.

    Google Scholar 

  • Gonzalez, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Routledge.

    Google Scholar 

  • Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. International Reading Association, 43, 148–164.

    Google Scholar 

  • Lugones, M. (1987). Playfullness, “world”-travelling, and loving perception. Hypatia, 2(2), 3–19.

    Article  Google Scholar 

  • Meyer & Crawford (2011) Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education. doi: 10.1007/s11422-011-9318-6.

  • Moje, E. B., & Hinchman, K. (2004). Culturally response practices for youth literacy learning. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice. New York: Guilford Press.

    Google Scholar 

  • Moje, E. B., Tehani, C., Carrillo, R., & Marx, R. W. (2001). Maestro, what is ‘quality’?: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38, 469–498.

    Article  Google Scholar 

  • Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 2, 20–24.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • Velez-Ibanez, C. G. (1988). Networks of exchange among mexicans in the US and mexico: Local level mediating responses to national and international transformations. Urban Anthropology, 17(1), 27–51.

    Google Scholar 

  • Walls, L. (2009). Awakening a dialog: Examining gender and race in NOS studies from 1967 to 2008. Paper presented at the National Association of Research in Science Teaching (NARST), Orange County, CA.

Download references

Author information

Authors and Affiliations

  1. Clemson University, Clemson, SC, USA

    Cassie Quigley

Authors
  1. Cassie Quigley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cassie Quigley.

Additional information

Forum response to Meyers and Crawford (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Quigley, C. Pushing the boundaries of cultural congruence pedagogy in science education towards a third space. Cult Stud of Sci Educ 6, 549–557 (2011). https://doi.org/10.1007/s11422-011-9335-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11422-011-9335-5

Keywords

Search

Navigation