Challenging the Hegemony of Western Science via Culturally Relevant Science Teaching
Main Article Content
Keywords
Culturally Relevant Science Teaching (CRST), hegemony, science education, traditional science, Western science
Abstract
Western science has dominated global knowledge production in science leading to suppression and marginalization of non Western knowledge systems—the indigenous knowledge. Science teaching places less emphasis on indigenous knowledge and unintentionally privileges Western science. Culturally relevant science teaching (CRST) seeks to disrupt this hegemony by recognizing and valuing diverse knowledge systems and ways of knowing. Drawing on Critical Theory as a research framework, the study explores the historical context of Western science, the comprehensive examination of CRST, and its potential benefits and challenges. The methodology involves qualitative document analysis, examining historical documents, scientific writings, and educational policies related to Western science hegemony and CRST. Results highlight the limitations of Western science and the empowering potential of CRST for marginalized communities. Challenges in implementation, including teacher training and resource availability, are acknowledged. Thus, the study recommends institutionalizing CRST in science education, integrating CRST in science education curricula, and providing teacher training.
Publication History
Version of Record online: December 30, 2023
Manuscript accepted: December 28, 2023
Manuscript revised: December 27, 2023
Manuscript received: May 19, 2023
References
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Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337-355. https://doi.org/10.1023/A:1013151709605
Aikenhead, G. S. (2002). Cross‐Cultural science teaching: Rekindling traditions for Aboriginal students. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 287-304. https://doi.org/10.1080/14926150209556522
Aikenhead, G., & Huntley, B. (1999). Teachers' views on Aboriginal students learning Western and Aboriginal science. Canadian Journal of Native Education, 23(2), 159-175. https://eric.ed.gov/?id=EJ605516
Allen-Brown, V., & Nichols, R. G. (2004). Critical theory and educational technology. Handbook of research on educational communications and technology, 2004, 1-29.
Altheide, D. L. (2000). Tracking discourse and qualitative document analysis. Poetics, 27(4), 287-299.
Banes, G. G., & Dela Cruz, K. B. D. (2021). The integration of indigenous knowledge systems (IKS) in the tertiary level curriculum of
Benguet State University La Trinidad campus. Mountain Journal of Science and Interdisciplinary Research (formerly Benguet
State University Research Journal), 81(1), 19-36.
Baptista, G. C. S., & Molina-Andrade, A. (2021). Science teachers' conceptions about the importance of teaching and how to teach Western science to students from traditional communities. Human Arenas, 1-28. https://doi.org/10.1007/s42087-021-00257-4
Baquete, A., Mutimucuio, I., & Grayson, D. (2017). Effect of indigenous knowledge in a physics curriculum on pupils' attitudes towards
physics. Revista Cientifica da UEM: Serie Ciencas da Educao, 1(2), 5-17.
Boutte, G., Kelly-Jackson, C., & Johnson, G. L. (2010). Culturally relevant teaching in science classrooms: Addressing academic achievement, cultural competence, and critical consciousness. International Journal of Multicultural Education, 12(2). https://doi.org/10.18251/ijme.v12i2.343
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
Brayboy, B. M., & Castagno, A. E. (2008). How might native science inform "Informal science learning"? Cultural Studies of Science Education, 3(3), 731-750. https://doi.org/10.1007/s11422-008-9125-x
Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’
application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775-803.
Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open, 6(3), 215824401666074. https://doi.org/10.1177/2158244016660744
Cajete, G. (2000). Native science: Natural laws of interdependence. Clear Light Publishers. Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. In J. Xing & P. Ng (Eds.), Indigenous Culture, Education and Globalization (pp. 157-179). Springer. https://doi.org/10.1007/978-3-662-48159-2_9
Deyhle, D., & Swisher, K. (1997). Chapter 3: Research in American Indian and Alaska Native education: From assimilation to
self-determination. Review of Research in Education, 22(1), 113-194. https://doi.org/10.3102/0091732x022001113
Donato-Kinomis, X. G. (2016, October). Indigenous knowledge systems and practices (IKSPs) in the teaching of science. In 13th National
Convention on Statistics (NCS) (pp. 1-8).
Episcopal Commission on Indigenous Peoples [ECIP] (2007). Indigenous Peoples Education: From alienation to rootedness. ECIP National Conventions on IP Education.
Handayani, R. D., Wilujeng, I., Prasetyo, Z. K., & Tohir, M. A. (2019). An identification of indigenous knowledge related to the thermal physics concept. In Journal of Physics: Conference Series (Vol. 1170, No. 1, p. 012042). IOP Publishing.
Hessen, B. (2009). The Social and Economic Roots of Newton's Principia. In: Freudenthal, G., McLaughlin, P. (eds) The Social and Economic Roots of the Scientific Revolution. Boston Studies in the Philosophy of Science, vol 278. Springer, Dordrecht. https://doi. org/10.1007/978-1-4020-9604-4_2
Iaccarino, M. (2003). Science and culture. EMBO Reports, 4(3), 220-223. https://doi.org/10.1038/sj.embor.embor781
Jones, B. L., & Donaldson, M. L. (2021). Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally
relevant science teaching and students. Science Education, 106(1), 3-26. https://doi.org/10.1002/sce.21683
Kelly-Jackson, C., & Jackson, T. O. (2011). Meeting their fullest potential: The beliefs and teaching of a culturally relevant science teacher. Creative Education, 02(04), 408-413. https://doi.org/10.4236/ce.2011.24059
Kind, P. E. R., & Osborne, J. (2016). Styles of scientific reasoning: A cultural rationale for science education? Science education, 101(1), 8-31. https://doi.org/10.1002/sce.21251
Klopfer, L. E., & Aikenhead, G. S. (2022). Humanistic science education: The history of science and other relevant contexts. Science Education, 106(3), 490-504. https://doi.org/10.1002/sce.21700
Kolovou, M. (2022). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1),
133-172. https://doi.org/10.1007/s11256-022-00643-4
Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Laughter, J. C., & Adams, A. D. (2012). Culturally relevant science teaching in Middle School. Urban Education, 47(6), 1106-1134. https://
doi.org/10.1177/0042085912454443
Madkins, T. C., & McKinney de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319-1346.
Mathis, C., Daane, A. R., Rodriguez, B., Hernandez, J., & Huynh, T. (2023). How instructors can view knowledge to implement culturally
relevant pedagogy. Physical Review Physics Education Research, 19(1). https://doi.org/10.1103/physrevphyseducres.19.010105
Mayo, P. M. (2007). Critical theory. Theoretical frameworks for research in chemistry/science education, 243-261. Mazzocchi, F. (2006). Western science and traditional knowledge. EMBO Reports, 7(5), 463-466. https://doi.org/10.1038/sj.embor.7400693
Mckinley, B., Brayboy, J., & Castagno, A. E. (2008, June). How might native science inform ïnformal science learning”? Cultural Studies of Science Education, 3, 731-750. https://doi10.1007/s11422-008-9125-x.
Medin, D. L., & Bang, M. (2014). Who’s asking?: Native science, western science, and science education. The MIT Press.
Melville, W., Verma, G., Campbell, T., & Park, B.-Y. (2022). Challenging the hegemony of Western scientism in science teacher education. Journal of Science Teacher Education, 33(7), 703-709. https://doi.org/10.1080/1046560x.2022.2112130
Kolovou, M. (2022). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1),
133-172. https://doi.org/10.1007/s11256-022-00643-4
Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Laughter, J. C., & Adams, A. D. (2012). Culturally relevant science teaching in Middle School. Urban Education, 47(6), 1106-1134. https://
doi.org/10.1177/0042085912454443
Madkins, T. C., & McKinney de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319-1346.
Mathis, C., Daane, A. R., Rodriguez, B., Hernandez, J., & Huynh, T. (2023). How instructors can view knowledge to implement culturally
relevant pedagogy. Physical Review Physics Education Research, 19(1). https://doi.org/10.1103/physrevphyseducres.19.010105
Mayo, P. M. (2007). Critical theory. Theoretical frameworks for research in chemistry/science education, 243-261. Mazzocchi, F. (2006). Western science and traditional knowledge. EMBO Reports, 7(5), 463-466. https://doi.org/10.1038/sj.embor.7400693
Mckinley, B., Brayboy, J., & Castagno, A. E. (2008, June). How might native science inform ïnformal science learning”? Cultural Studies of Science Education, 3, 731-750. https://doi10.1007/s11422-008-9125-x.
Medin, D. L., & Bang, M. (2014). Who’s asking?: Native science, western science, and science education. The MIT Press. Melville, W., Verma, G., Campbell, T., & Park, B.-Y. (2022). Challenging the hegemony of Western scientism in science teacher education.
Journal of Science Teacher Education, 33(7), 703-709. https://doi.org/10.1080/1046560x.2022.2112130
Mensah, F. M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal
of Negro Education, 80(3), 296–309. http://www.jstor.org/stable/41341135
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
Morgan, Douglas L. (2003). Appropriation, appreciation, accommodation: Indigenous wisdoms and knowledges in higher education. Comparative Education, 3-49. https://doi.org/10.1007/978-94-007-1094-8_3
Neri, R. C., Lozano, M., & Gomez, L. M. (2019). (Re) framing resistance to culturally relevant education as a multilevel learning problem. Review of Research in Education, 43(1), 197-226.
Nowell, C. E., Webster,. Richard A., & Magdoff, H. (2023). Western colonialism. Encyclopedia Britannica. https://www.britannica.com/topic/Western-colonialism
Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79(5), 583-593. https://doi.org/10.1002/
sce.3730790507
Peca, K. (2000). Critical theory in education: Philosophical, research, sociobehavioral, and organizational assumptions. https://eric.
ed.gov/?id=ED450057.
Pejaner, K. J., & Mistades, V. (2020). Culturally relevant science teaching: A case study of physics teaching practices of the
Obo Monuvu Tribe. Science Education International, 31(2), 185–194. https://doi.org/10.33828/sei.v31.i2.8
Pickering, A. (1992). Science as practice and culture. University of Chicago Press.
Rexhepi, J., & Torres, C. A. (2011). Reimagining critical theory. British Journal of Sociology of Education, 32(5), 679-698.
Robles-Pineros, J., Ludwig, D., Baptista, G. C. S., & Molina-Andrade, A. (2020). Intercultural science education as a trading zone between
traditional and academic knowledge. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 84, 101337.
Smith, L. T. (2022). Decolonizing methodologies: Research and indigenous peoples. Bloomsbury Academic.
Smith, T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education:
theoretical perspectives and curriculum implications. Cultural Studies of Science
Education, 17(3), 637-660.
Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. Research methods for social justice and equity in education, 71-79.
Taylor, P.C., & Cobern, W. W. (1998). Towards a critical science education. Socio-Cultural Perspectives on Science Education, 203-207.
https://doi.org/10.1007/978-94-011-5224-2_11
Teresi, D. (2003). Lost discoveries the ancient roots of the modern science - from the Babylonians to the Maya. Simon & Schuster.
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. https://doi.org/10.1177/0022487109359775
Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve
science education for sustainability. Science & Education, 29(1), 145-185.
Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337-355. https://doi.org/10.1023/A:1013151709605
Aikenhead, G. S. (2002). Cross‐Cultural science teaching: Rekindling traditions for Aboriginal students. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 287-304. https://doi.org/10.1080/14926150209556522
Aikenhead, G., & Huntley, B. (1999). Teachers' views on Aboriginal students learning Western and Aboriginal science. Canadian Journal of Native Education, 23(2), 159-175. https://eric.ed.gov/?id=EJ605516
Allen-Brown, V., & Nichols, R. G. (2004). Critical theory and educational technology. Handbook of research on educational communications and technology, 2004, 1-29.
Altheide, D. L. (2000). Tracking discourse and qualitative document analysis. Poetics, 27(4), 287-299.
Banes, G. G., & Dela Cruz, K. B. D. (2021). The integration of indigenous knowledge systems (IKS) in the tertiary level curriculum of
Benguet State University La Trinidad campus. Mountain Journal of Science and Interdisciplinary Research (formerly Benguet
State University Research Journal), 81(1), 19-36.
Baptista, G. C. S., & Molina-Andrade, A. (2021). Science teachers' conceptions about the importance of teaching and how to teach Western science to students from traditional communities. Human Arenas, 1-28. https://doi.org/10.1007/s42087-021-00257-4
Baquete, A., Mutimucuio, I., & Grayson, D. (2017). Effect of indigenous knowledge in a physics curriculum on pupils' attitudes towards
physics. Revista Cientifica da UEM: Serie Ciencas da Educao, 1(2), 5-17.
Boutte, G., Kelly-Jackson, C., & Johnson, G. L. (2010). Culturally relevant teaching in science classrooms: Addressing academic achievement, cultural competence, and critical consciousness. International Journal of Multicultural Education, 12(2). https://doi.org/10.18251/ijme.v12i2.343
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
Brayboy, B. M., & Castagno, A. E. (2008). How might native science inform "Informal science learning"? Cultural Studies of Science Education, 3(3), 731-750. https://doi.org/10.1007/s11422-008-9125-x
Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’
application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775-803.
Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open, 6(3), 215824401666074. https://doi.org/10.1177/2158244016660744
Cajete, G. (2000). Native science: Natural laws of interdependence. Clear Light Publishers. Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. In J. Xing & P. Ng (Eds.), Indigenous Culture, Education and Globalization (pp. 157-179). Springer. https://doi.org/10.1007/978-3-662-48159-2_9
Deyhle, D., & Swisher, K. (1997). Chapter 3: Research in American Indian and Alaska Native education: From assimilation to
self-determination. Review of Research in Education, 22(1), 113-194. https://doi.org/10.3102/0091732x022001113
Donato-Kinomis, X. G. (2016, October). Indigenous knowledge systems and practices (IKSPs) in the teaching of science. In 13th National
Convention on Statistics (NCS) (pp. 1-8).
Episcopal Commission on Indigenous Peoples [ECIP] (2007). Indigenous Peoples Education: From alienation to rootedness. ECIP National Conventions on IP Education.
Handayani, R. D., Wilujeng, I., Prasetyo, Z. K., & Tohir, M. A. (2019). An identification of indigenous knowledge related to the thermal physics concept. In Journal of Physics: Conference Series (Vol. 1170, No. 1, p. 012042). IOP Publishing.
Hessen, B. (2009). The Social and Economic Roots of Newton's Principia. In: Freudenthal, G., McLaughlin, P. (eds) The Social and Economic Roots of the Scientific Revolution. Boston Studies in the Philosophy of Science, vol 278. Springer, Dordrecht. https://doi. org/10.1007/978-1-4020-9604-4_2
Iaccarino, M. (2003). Science and culture. EMBO Reports, 4(3), 220-223. https://doi.org/10.1038/sj.embor.embor781
Jones, B. L., & Donaldson, M. L. (2021). Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally
relevant science teaching and students. Science Education, 106(1), 3-26. https://doi.org/10.1002/sce.21683
Kelly-Jackson, C., & Jackson, T. O. (2011). Meeting their fullest potential: The beliefs and teaching of a culturally relevant science teacher. Creative Education, 02(04), 408-413. https://doi.org/10.4236/ce.2011.24059
Kind, P. E. R., & Osborne, J. (2016). Styles of scientific reasoning: A cultural rationale for science education? Science education, 101(1), 8-31. https://doi.org/10.1002/sce.21251
Klopfer, L. E., & Aikenhead, G. S. (2022). Humanistic science education: The history of science and other relevant contexts. Science Education, 106(3), 490-504. https://doi.org/10.1002/sce.21700
Kolovou, M. (2022). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1),
133-172. https://doi.org/10.1007/s11256-022-00643-4
Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Laughter, J. C., & Adams, A. D. (2012). Culturally relevant science teaching in Middle School. Urban Education, 47(6), 1106-1134. https://
doi.org/10.1177/0042085912454443
Madkins, T. C., & McKinney de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319-1346.
Mathis, C., Daane, A. R., Rodriguez, B., Hernandez, J., & Huynh, T. (2023). How instructors can view knowledge to implement culturally
relevant pedagogy. Physical Review Physics Education Research, 19(1). https://doi.org/10.1103/physrevphyseducres.19.010105
Mayo, P. M. (2007). Critical theory. Theoretical frameworks for research in chemistry/science education, 243-261. Mazzocchi, F. (2006). Western science and traditional knowledge. EMBO Reports, 7(5), 463-466. https://doi.org/10.1038/sj.embor.7400693
Mckinley, B., Brayboy, J., & Castagno, A. E. (2008, June). How might native science inform ïnformal science learning”? Cultural Studies of Science Education, 3, 731-750. https://doi10.1007/s11422-008-9125-x.
Medin, D. L., & Bang, M. (2014). Who’s asking?: Native science, western science, and science education. The MIT Press.
Melville, W., Verma, G., Campbell, T., & Park, B.-Y. (2022). Challenging the hegemony of Western scientism in science teacher education. Journal of Science Teacher Education, 33(7), 703-709. https://doi.org/10.1080/1046560x.2022.2112130
Kolovou, M. (2022). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1),
133-172. https://doi.org/10.1007/s11256-022-00643-4
Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Laughter, J. C., & Adams, A. D. (2012). Culturally relevant science teaching in Middle School. Urban Education, 47(6), 1106-1134. https://
doi.org/10.1177/0042085912454443
Madkins, T. C., & McKinney de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319-1346.
Mathis, C., Daane, A. R., Rodriguez, B., Hernandez, J., & Huynh, T. (2023). How instructors can view knowledge to implement culturally
relevant pedagogy. Physical Review Physics Education Research, 19(1). https://doi.org/10.1103/physrevphyseducres.19.010105
Mayo, P. M. (2007). Critical theory. Theoretical frameworks for research in chemistry/science education, 243-261. Mazzocchi, F. (2006). Western science and traditional knowledge. EMBO Reports, 7(5), 463-466. https://doi.org/10.1038/sj.embor.7400693
Mckinley, B., Brayboy, J., & Castagno, A. E. (2008, June). How might native science inform ïnformal science learning”? Cultural Studies of Science Education, 3, 731-750. https://doi10.1007/s11422-008-9125-x.
Medin, D. L., & Bang, M. (2014). Who’s asking?: Native science, western science, and science education. The MIT Press. Melville, W., Verma, G., Campbell, T., & Park, B.-Y. (2022). Challenging the hegemony of Western scientism in science teacher education.
Journal of Science Teacher Education, 33(7), 703-709. https://doi.org/10.1080/1046560x.2022.2112130
Mensah, F. M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal
of Negro Education, 80(3), 296–309. http://www.jstor.org/stable/41341135
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
Morgan, Douglas L. (2003). Appropriation, appreciation, accommodation: Indigenous wisdoms and knowledges in higher education. Comparative Education, 3-49. https://doi.org/10.1007/978-94-007-1094-8_3
Neri, R. C., Lozano, M., & Gomez, L. M. (2019). (Re) framing resistance to culturally relevant education as a multilevel learning problem. Review of Research in Education, 43(1), 197-226.
Nowell, C. E., Webster,. Richard A., & Magdoff, H. (2023). Western colonialism. Encyclopedia Britannica. https://www.britannica.com/topic/Western-colonialism
Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79(5), 583-593. https://doi.org/10.1002/
sce.3730790507
Peca, K. (2000). Critical theory in education: Philosophical, research, sociobehavioral, and organizational assumptions. https://eric.
ed.gov/?id=ED450057.
Pejaner, K. J., & Mistades, V. (2020). Culturally relevant science teaching: A case study of physics teaching practices of the
Obo Monuvu Tribe. Science Education International, 31(2), 185–194. https://doi.org/10.33828/sei.v31.i2.8
Pickering, A. (1992). Science as practice and culture. University of Chicago Press.
Rexhepi, J., & Torres, C. A. (2011). Reimagining critical theory. British Journal of Sociology of Education, 32(5), 679-698.
Robles-Pineros, J., Ludwig, D., Baptista, G. C. S., & Molina-Andrade, A. (2020). Intercultural science education as a trading zone between
traditional and academic knowledge. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 84, 101337.
Smith, L. T. (2022). Decolonizing methodologies: Research and indigenous peoples. Bloomsbury Academic.
Smith, T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education:
theoretical perspectives and curriculum implications. Cultural Studies of Science
Education, 17(3), 637-660.
Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. Research methods for social justice and equity in education, 71-79.
Taylor, P.C., & Cobern, W. W. (1998). Towards a critical science education. Socio-Cultural Perspectives on Science Education, 203-207.
https://doi.org/10.1007/978-94-011-5224-2_11
Teresi, D. (2003). Lost discoveries the ancient roots of the modern science - from the Babylonians to the Maya. Simon & Schuster.
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. https://doi.org/10.1177/0022487109359775
Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve
science education for sustainability. Science & Education, 29(1), 145-185.
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Dec 30, 2023
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Pejaner, K. J., & Gutierrez, S. (2023). Challenging the Hegemony of Western Science via Culturally Relevant Science Teaching. AsTEN Journal of Teacher Education, 7. https://doi.org/10.56278/asten.v7i.2179
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