A Reader- Foreword by Akwasi Asabere-Ameyaw
Edited By George J. Sefa Dei
20. The Challenges of Science Education and Indigenous Knowledge Lyn Carter 312
As a field, science education is vast, diverse, and ambiguous, having developed its own areas ofinterest and groups of practitioners distinct from the concerns of academic scientists, general educational researchers or science teachers, only since the curriculum reforms of the early 1960s. It is formulated from, and represents, the multiple positionalities of educational theory and practice, and the heterogeneous assemblages that we call Western modern science (WMS). Its interests range from classroom-based teaching and learning, curriculum, teacher education, student-related factors, measurement and evaluation, historical perspectives and so on, to policy development and imple- mentation, and to the more theoretical concerns of epistemology, philosophy and sociocultural cri- tiques of the nature of WMS itself. While these areas are formulated predominately in normative terms, the literature also contains a small but influential collection of more critical perspectives usu- ally identified as the oppositional and marginal discourses (see, for example, the work of Calabrese Barton, 2003; Kyle, 2001). Recent times have seen a rise in sociocultural perspectives within science education that are a testament to the wholly transforming and increasing complexities of globalisation. While not explic- itly acknowledged within the science education literature (for exceptions see Bencze, 2001; Carter 2008, 2005), globalisation has meant on the one hand, the geo-political spread of the market ortho- doxy while on the other, increasing diversity, plurality and hybridity as the world’s peoples rub more closely together. Lemke (2001) suggests that the encounter between normative science education and cultural and linguistic diversity has been an important focus....
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