Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach

Abstract

There is a need to support more equitable engagement with science, technology, engineering and mathematics (STEM) in schools. However, despite decades of special initiatives, mainstream science education still largely reproduces, rather than challenges, enduring social inequalities, particularly in relation to race/ethnicity, gender and social class. Valuable contributions have been made creating more inclusive science curricula, but there is a particular need to support teachers to adopt equitable (critical) pedagogical practice, not least because the values that inform and are enacted through such pedagogy shape the equitable potential of teaching, learning and interpretation of the curriculum. This article considers a pedagogical approach built on Bourdieusian theory and insights from over six years of participatory research and development work, conducted by university researchers with 43 secondary teachers, 20 primary teachers and 16 teacher educators. The article asks: In what ways does the approach engender justice-oriented teaching and resonate with the tenets of culturally sustaining pedagogy? Analysis identifies common theoretical imperatives of disrupting dominant power relations, foregrounding and valuing the cultural and social assets of learners, supporting the redistribution of cultural and social capital, and embedding professional critical reflection within school science teaching.