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首页> 外文期刊>Journal of Science Teacher Education >Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers
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Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

机译：通过黑人中学教师的照片叙事可视化与文化相关的科学教学法

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摘要

This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.
机译：这项研究位于南部经过重新分类的黑人初中，其中包括四名黑人教师和两名白人科学教育工作者对摄影叙事的使用，以构想与文化相关的科学教学法。这项研究指导了两个问题：（1）哪些社区推荐人对概念化黑人科学教室中与文化相关的实践很重要？ （2）教师的叙事方式如何用于开启与文化相关的科学实践的对话和观念？该研究在方法论上借鉴了记忆工作，黑人女权主义，批判理论，视觉方法论和叙事探究作为“肖像”。事实证明，位置和身份问题是这项工作的核心，因为三位杰出人物刻画了布莱克老师对教与学的支持和障碍的见解。确定的社区对象与教会及其口头传统，满足其基本人类需求的市场不平等以及社区空间有关。

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