Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching
John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thin...
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| Format: | Journal Article |
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Springer
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/5328 |
| _version_ | 1848744766490017792 |
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| author | Taylor, Peter |
| author_facet | Taylor, Peter |
| author_sort | Taylor, Peter |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different ‘other.’ Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John’s pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education. |
| first_indexed | 2025-11-14T06:06:41Z |
| format | Journal Article |
| id | curtin-20.500.11937-5328 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:06:41Z |
| publishDate | 2011 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-53282017-09-13T16:08:46Z Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching Taylor, Peter John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different ‘other.’ Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John’s pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education. 2011 Journal Article http://hdl.handle.net/20.500.11937/5328 10.1007/s11422-011-9368-9 Springer restricted |
| spellingShingle | Taylor, Peter Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title | Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title_full | Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title_fullStr | Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title_full_unstemmed | Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title_short | Counter-storying the grand narrative of science (teacher) education: Towards culturally responsive teaching |
| title_sort | counter-storying the grand narrative of science (teacher) education: towards culturally responsive teaching |
| url | http://hdl.handle.net/20.500.11937/5328 |