This chapter employs multiple frameworks to establish the need for and the promise of culturally inclusive science literacy strategies for urban United States contexts. Relevant frameworks for inclusive science education include (but are not limited to) science literacy by discourse norms found in Next Generation Science Standards (NGSS), American Association for the Advancement of Science (AAAS) and National Research Council (NRC) reform documents and Culturally Responsive Pedagogy. Science education research has demonstrated that traditional notions of literacy have historically led to exclusion of diversity among successful science students. In part, an assessment driven narrow representation of science in schools has led to a growing opportunity gap for children of colour, particularly in urban settings in the United States. Culturally based best practices in teaching science literacy can aid in the achievement of underrepresented science students as research continues to demonstrate the need for culturally relevant curriculum materials which recognise diverse cultural perspectives and contributions in science.
Yerrick, R. and Ridgeway, M. (2017), "Culturally Responsive Pedagogy, Science Literacy, and Urban Underrepresented Science Students", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Bingley, pp. 87-103. https://doi.org/10.1108/S1479-363620170000011007
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