Abstract
This paper presents a new approach to science education that takes a path through sociocultural theory and into the ideas of Gloria Anzaldúa. We apply Anzaldúan theory to science education by illustrating it in action through various examples which explore the multidimensionality of teaching science with Latin@ students in various contexts including dual language settings. We present what it is to journey through transformation using examples from educators at various levels of science within the world of teaching science with Latin@ students in the U.S. Our examples illustrate how Latin@ students cross many cultural borders in Spanish, English, Latin@ home culture, school culture, and the world of scientific dialogue and content, and in doing so, go through tensions and transformations between dominant and non-dominant worlds, which should be acknowledged and better understood through Anzaldúan theory. Fundamentally, we present a transformative notion of Latin@ science learning as “living on the bridges” of many dialogic and cultural practices, and having to negotiate these in-between spaces, or “nepantla” (Anzaldu´a and Keating in Interviews, Psychology Press, London, 2000), where Latin@ students must contend with the fragmented and sometimes painful struggle of living in racialized reality amidst the demands of a dominant culture, and where transformation and healing are possible through the path of conocimiento. We advocate for teachers to become science teacher nepantler@s, who guide their students through nepantla, and into a new mestiz@ consciousness of science education.
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Lead editors: Alejandro Gallard Martinez and René Antrop González.
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Aguilar-Valdez, J.R., LópezLeiva, C.A., Roberts-Harris, D. et al. Ciencia en Nepantla: the journey of Nepantler@s in science learning and teaching. Cult Stud of Sci Educ 8, 821–858 (2013). https://doi.org/10.1007/s11422-013-9512-9
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DOI: https://doi.org/10.1007/s11422-013-9512-9