Anti-colonialist antinomies in a biology lesson: A sonata-form case study of cultural conflict in a science classroom

Author(s):

Chang, John Paokong; Rosiek, Jerry

Format:

Journal article

Citation:

Curriculum Inquiry, Volume 33, Issue 3 (2003). pp. 251-290.

Language:

English

Abstract:

This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cosmological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher's understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students' specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a "sonata-form case study," to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included. © 2003 by The Ontario Institute for Studies in Education of the University of Toronto.

ISSN:

03626784 (ISSN)

DOI:

10.1111/1467-873X.00263

Identifier:

HmongStudies0436