Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers.
Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society.
This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.
About the Author: A. Anthony Ash II is a scholar, researcher, former science teacher, and a social justice activist based in the US. His research helps to inform inclusive practices surrounding science and multicultural perspectives.
Greg A. Wiggan is Professor of Urban Education, Adjunct Professor of Sociology, and Affiliate Faculty of Africana Studies at the University of North Carolina at Charlotte, US.
Marcia J. Watson-Vandiver is Assistant Professor of Elementary Education at Towson University, US.
