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How do five new teachers understand and enact counter-hegemonic science pedagogies in their own classes? This question arose when I taught critical science education, a counter-hegemonic pedagogy, to pre-service science teachers. In this pedagogy I encouraged the exploration of social and environmental injustices and how they function to reproduce dominant economic agendas. The analytic lens of critical education showed that these teachers were strongly influenced by the dominant science reform agenda. Regardless of the science curriculum, or the strong social and environmental beliefs some...

This book emerged from a research project aimed at fostering collaboration among a diverse group of Aboriginal and non-Aboriginal educators and Elders. The purpose was to begin the conversations to envision, discuss, and clarify a philosophy and framework for Aboriginal science teaching and learning in Southern Saskatchewan, Canada. It was hoped teachers could more deeply engage with existing materials and develop the knowledge base and confidence to generate resources that included Aboriginal perspectives appropriate to the teaching and learning of science and the needs of Saskatchewan...