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From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula

Authors

  • Regina L. Suriel,

    Corresponding author
    1. Department of Curriculum and Instruction, Neag School of Education, 249 Glenbrook Road Unit 33, Storrs, Connecticut 06269
    • Department of Curriculum and Instruction, Neag School of Education, 249 Glenbrook Road Unit 33, Storrs, Connecticut 06269.
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  • Mary M. Atwater

    1. Office of Research, College of Education, University of Georgia, Athens, Georgia
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Abstract

In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre-service and in-service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1271–1295, 2012

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