Cultural resources of minority and marginalised students should be included in the school science curriculum |
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Authors: | Philemon Chigeza |
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Institution: | (1) School of Education, James Cook University, Cairns, QLD, 4870, Australia |
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Abstract: | This paper responds to Schademan’s “What does playing cards have to do with science? A resource—rich view of African American
young men”, and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority
and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building
perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous
students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies
that affirm minority and marginalised students’ lived languages, experiences and knowledge in their learning. |
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