The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán.

IF 1.3 4区教育学 Q2 CULTURAL STUDIES

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-05-23 DOI:10.1007/s11422-023-10183-2

Nora Alicia Luna, James C Jupp

引用次数: 0

Abstract

Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants' identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants' personal and professional identity tensions. Through our analysis, we subjunctively begin to outline what we call the multigenerationality of subtractive schooling.

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基础科学课堂上殖民主义的有害白人化：阿兹特兰El Sur de Tejas的减法教育的多代性。

我们的研究追溯了阿兹特兰El Sur de Tejas小学科学教室里殖民主义的有害白人。我们的研究方法是人种学案例研究，使我们能够在生物区域背景下探索参与者的身份。在我们的研究结果中，我们通过参与者的个人和职业身份紧张关系强调了殖民主义的有害白人性。通过我们的分析，我们开始虚拟地概述我们所说的减法学校教育的多代性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.