Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines

Abstract

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.

Keywords:

• Cross-cultural research
• science education
• critical personal narratives
• feminist perspectives

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Cassie F. Quigley

Cassie F. Quigley is an Associate Professor of Science Education in the Department of Instruction and Learning. She received her doctorate in Curriculum & Instruction at Indiana University in 2010. During her time as a high school biology and physics teacher, she often witnessed students that were disengaged from science. As such, her research focuses on broadening the ideas of and participation in science so that all students feel connected to science. To her, this includes examining the methodological choices we make as researchers to ensure that the way we document one’s knowledge is also inclusive and representative. Currently, she works with inservice teachers on expanding their current pedagogical practices to include equitable approaches. Dr. Quigley also teaches in the secondary and middle level MAT program which are one-year masters and initial certification program for secondary school teachers. In this program, she teaches science methods, environmental science, and other foundational courses. Additionally, she teaches advanced Qualitative Inquiry courses for the College of Education.

Nicole Beeman-Cadwallader

Nicole Beeman-Cadwallader’s professional activities over the last seventeen years reflect her passions for teaching, teaching teachers, and equity in STEM education. Her journey began with several years teaching middle school science, where she quickly assumed roles which allowed her to contribute to curriculum and teacher professional development in meaningful ways. Over these years her fascination with educational research grew. She continued her work facilitating teacher professional development and conducting research in graduate school, working with teachers in Gary, Indiana, Indianapolis, Indiana, and the Rio Grande Valley in south Texas—with particular attention to how drawing on the power of cultural and ecological place can have in students’ science learning. At the National Math and Science Initiative, Nicole leads the design of programming which support schools and teachers in STEM deserts to expand AP programs and course access for students farthest from opportunity. Her research interests include cross-cultural and place-based research, drawing on decolonizing methodologies.

Ingrid S. Carter

Ingrid S. Carter received her Ph.D. from Indiana University, Bloomington in 2011 in Curriculum & Instruction with a focus on Science Education. She is now an Assistant Professor in the Department of Elementary Education and Literacy at the Metropolitan State University of Denver. There she teaches combined science, health, and mathematics elementary methods courses, and will begin teaching a science-only elementary methods course next fall. Her research therefore currently focuses on science and mathematics preservice teacher education. Dr. Carter has examined innovations for field experiences, such as the use of lesson study with preservice teachers in the field, and is currently interested in preservice teachers’ sense of chance agency with regard to science (and mathematics) instruction in the elementary classroom. She is looking forward to teaching the science methods course where she can further incorporate the experiences and insights she discusses in this article.