1. Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 14 Teachers Negotiating Different Communities ©Routledge/Taylor & Francis 2012

2. Chapter 14 Topics More Than Just MethodsNegotiating Shifting TerrainsTeachers Negotiating Different CommunitiesThe Goal of Equitable Science TeachingHelping Negotiate Between Communities ©Routledge/Taylor & Francis 2012

3. More Than Just Methods Knowledge of effective methods of teaching science goes beyond the techniques Being able and willing to engage in science is more than cognitive: There are motivational factors Teaching science always occurs in a context — of children’s ambitions, of family expectations, and of school traditions If there is the sense that some students are “unteachable” perhaps this has the most to do with the particular teacher ©Routledge/Taylor & Francis 2012

4. Negotiating Shifting Terrains A shift toward teaching science to all studentsEquitable teaching: Not the same as treating all equallyRecognizing differences as opposed to being colorblindNegotiating between schools and families/communities ©Routledge/Taylor & Francis 2012

5. The Goal of Equitable Science Teaching Equivalent access to resources: Materials, knowledge, and expertise Expectations are ambitious yet appropriate to the individual student In their own way, each and every student is to develop science literacy Short of wanting all students to become scientists, we do aspire for all to become competent at science ©Routledge/Taylor & Francis 2012

6. Negotiating Different Communities Balance professional science with classroom scienceNegotiating different value systems and beliefsThe essentializing trap: Treating a group as homogeneous Seeking “funds of knowledge” in families and communities Negotiating differences within your classroom Fairness ≠ Sameness. Do not view differences as deficits ©Routledge/Taylor & Francis 2012

7. Chapter 14 Summary Effective science teaching demands more from teachers than expertise with instructional methods Science education is changing which requires teachers to always be adjusting to the shifts in context Negotiating between and across various community boundaries is a central aspect of being a teacher The goal of providing equitable science teaching extends beyond treating students as members of groups Negotiations involve becoming knowledgeable about multiple communities and being able to navigate the borders ©Routledge/Taylor & Francis 2012