Challenging the Hegemony of Western Science via Culturally Relevant Science Teaching
Keywords:
Culturally Relevant Science Teaching (CRST), hegemony, science education, traditional science, Western scienceAbstract
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 The methodology involves qualitative document analysis, examining historical documents, scientific writings, and educational policies related to Western science hegemony and CRST.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
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