Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School

Bhaskar Upadhyay, Erin Atwood, Baliram Tharu

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This is a case study of a high school science teacher in an Indigenous public school in Nepal. In this paper, we share the success of the science teacher in antiracist and critical pedagogy in his science class. We focus specifically on how the science teacher was successful in drawing students to interact with historical and cultural discrimination through science. Our data analysis identified two themes showing successful antiracist and critical science teaching that is inclusive of diverse cultural experiences. The study points to potential for antiracist and critically oriented science education for social change in the context of the Global South.

Original languageEnglish (US)
Pages (from-to)518-536
Number of pages19
JournalJournal of Science Teacher Education
Volume32
Issue number5
DOIs
StatePublished - Feb 17 2021

Bibliographical note

Funding Information:
We are very grateful to school teachers, the students, and the principal for giving us access to the school and their classrooms. We are indebted to Indigenous people to letting us learn from their culture, practices, and knowledge and share them for the larger Indigenous and non-Indigenous communities.

Publisher Copyright:
© 2021 Association for Science Teacher Education.

Keywords

  • Antiracist pedagogy
  • critical pedagogy
  • high school
  • indigenous
  • science teacher
  • science teaching

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