Race, multiculturalisms and the role of science in teaching diversity: towards a critical post-modern science pedagogy

Abstract

This investigation explores the role of science in teaching about diversity in schools and among pre-service teachers. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teacher force that is largely unprepared to teach them. Moreover, research on using science to teach about diversity in educational settings is sparse. Recognizing the need for an interpretive and inclusive approach for teaching about diversity issues in teacher education, the article attempts to reposition science as being central to diversity education. Thus, the selected literature addresses Critical Pedagogy and Science; Culturally Relevant/Responsive Pedagogy and Science; Multicultural Education and Science; Multicultural Science Education; and then presents a new framework, Critical Postmodern Science Pedagogy, with the aim of providing another perspective that helps to more deeply address issues of diversity in the classroom.

Keywords:

• Race and education
• multicultural education
• diversity and education
• urban education

Notes

1. Kemet, var. KMT; kmt , is term derived from Pharaonic language of the Ancient Egyptians, and was used to indicate blackness of the earth and the people of Africa (Diop, 1981, pp. 41–43).