Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism |
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| Authors: | Gale Seiler |
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| Institution: | (1) McGill University, Montreal, QC, Canada |
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| Abstract: | Although communities and schools in North America are increasingly diverse and positioned in a global web, schools continue
to adhere to Western norms and the teacher workforce remains largely White, continuing an ideology of collective sameness
and conformity. Hybridization of teacher identity and of science teaching are suggested as ways to advance an ethic of solidarity
through difference (cosmopolitanism) with science teaching as its vehicle. In this paper, I explore identity hybridization
among non-dominant science teachers as they merge identity narratives, or who they are around science and science teaching,
with who they are out-of-school. Our attention is focused on their experiences of dis-identification with science in terms
of diaspora, or the sense of being taken away from what one knows and values. By generating a creolized approach to science
teaching, teachers create possibilities for greater student identification with science in school, which in turn has potential
for changing the face of who does science and of science itself. |
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