Culturally Relevant Pedagogy

Abstract

A commonly espoused Ausubelian principle is that that teaching should begin with what the learner knows. Within some non-Western contexts learners come to the science classroom with prior knowledge and explanations of natural phenomena, which are different from the conventional science constructs. Within Trinidad and Tobago, this prior knowledge often includes traditional practices and beliefs described by George (1986) as “street science.” George (1986) describes “street science” as “customs and beliefs that deal with the same content area as conventional science but which sometimes offer different explanations to those offered in conventional science” (p.1). Research in science education has focused on these “alternative beliefs” in different ways. Some advocate conceptual change (Posner et al., 1982) underpinned by the idea that Western scientific concepts are superior ways of knowing. Others offer an anthropological view of science teaching (Aikenhead, 1996; Maddock, 1981) and advocate the inclusion of alternative beliefs as cultural perspectives which can assist students in learning science as well as in honoring and respecting their cultural heritage (Ladson-Billings, 2014; Paris, 2012). This chapter reports on an action research project on the use of bridge-building as culturally-relevant pedagogy within the science classroom in Trinidad and Tobago and the cognitive benefits that were derived. Two groups of lower secondary students were exposed to a unit of work entitled “Maintaining Health,” which employed the comparison of traditional practices and beliefs with conventional science concepts as the strategy for bridge-building. One group of students attended a single sex all-girls urban school and the second group comprised students at a coeducational rural school. Both groups of students were at the Form 2 level. Data were collected from audio-taped classroom sessions as well as students’ and teachers’ journals and students’ responses to assigned tasks. The qualitative data analysis by a process of coding and categorizing shows that among the benefits were that students became aware of knowledge systems as explanatory constructs and engaged in higher-order thinking during the lessons. The implications for science education are discussed.