Abstract
The chapter authors of this coedited book provide valuable insight into the “struggle” every day to challenge the status quo and hegemonic policies in place that are barriers to school success for many students of color in the school systems across the United States. Many of the barriers that science teacher educators and advocates for equity and social justice in science teaching encounter are institutional and promote a “hidden curriculum” that marginalizes a large number of students from culturally and linguistically diverse backgrounds with the potential to experience success in science on both the secondary level and beyond. This book provides a lens and perspective for moving forward in science education to promote a more equity-based curriculum for students in this increasingly diverse world.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Banks, J. A. (2007). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (p. 26). Hoboken, NJ: Wiley.
Bullivant, B. (1993). Culture: Its nature and meaning for educators. In J. A. Banks & C. A. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 29–47). Boston: Allyn & Bacon.
Douglass, F. (1849/1991). Letter to an abolitionist associate. In K. Bobo, J. Kendall, & S. Max (Eds.), Organizing for social change: A mandate for activity in the 1990s. Washington, DC: Seven Locks.
Fairclough, N. (1989). Language and power. New York: Longman.
Halliday, M. A. K. (1993). Toward a language-based theory of learning. Linguistic and Education, 5, 93–116.
Kahle, J. B. (2007). Systematic reform: Research, vision, and politics. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 911–942). Mahweh, NJ: Lawrence Erlbaum Associates.
Lemke, J. (1990). Talking science: Language, learning and values. Westport, CT: Alex.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Russell, M.L., Butler, M.B., Atwater, M.M. (2014). Conclusion and Next Steps for Science Teacher Educators. In: Atwater, M., Russell, M., Butler, M. (eds) Multicultural Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7651-7_17
Download citation
DOI: https://doi.org/10.1007/978-94-007-7651-7_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7650-0
Online ISBN: 978-94-007-7651-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)