1. Teaching Science to Every Child: Using Culture as a Starting Point
Chapter 11
Teachers Negotiating Different Communities
© 2018 Taylor & Francis

2. Chapter 11 Topics More than Just Methods Negotiating Shifting Terrains
Teachers Negotiating Different Communities
The Goal of Equitable Science Teaching
Helping Negotiate between Communities
© 2018 Taylor & Francis

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
© 2018 Taylor & Francis

4. Negotiating Shifting Terrains
A shift toward teaching science to all students
Equitable teaching: not the same as treating all equally
Recognizing differences as opposed to being color-blind
Negotiating between schools and families/communities
© 2018 Taylor & Francis

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
© 2018 Taylor & Francis

6. Negotiating Different Communities
Balance professional science with classroom science
Negotiating different value systems and beliefs
The 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
© 2018 Taylor & Francis

7. Chapter 11 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
© 2018 Taylor & Francis