1st Edition
Culturally Responsive Science Pedagogy in Asia Status and Challenges for Malaysia, Indonesia and Japan
Science learning, for many, is often seen as learning a culture of science knowledge and practices that is incongruent from one’s everyday experiences and cultural background of learners. This edited volume presents a systemic view of the current initiatives and challenges for the inclusion of culturally responsive science pedagogy (CRSP) in non-Western and multicultural contexts in three Asian countries – Malaysia, Indonesia and Japan.
Split into three parts, the book examines the history and current educational systems, curriculums and sociocultural diversities in each country, offering an updated review of equity in education. It reflects and expands on the role of CRSP in diverse societies before going into case studies that feature the experiences of teachers in implementing CRSP in Malaysia, Indonesia and Japan. These snapshots reflect the multiple ways equity is addressed in the teaching and learning of science in these Asian countries, allowing readers to extrapolate the possible challenges and best practices for designing and implementing CRSP in practice. The final section examines how these findings provide a sustainable platform for building capacity in understanding the cultural complexities and realities of recruiting and retaining diverse students into science.
One of few books to investigate the role of CRSP in diverse societies in Malaysia, Indonesia and Japan, this book makes a unique contribution to the field of science education with reference to culturally responsive pedagogy. Its strategies and solutions serve as an important comprehensive reference for researchers and science teacher educators.
PART I Concepts and Contexts
1 Culturally Responsive Science Pedagogy for Social Change and Personal Transformation
BHASKAR UPADHYAY
2 Context Setting: Malaysia, Indonesia and Japan
NURFARADILLA MOHAMAD NASRI
3 Equitable Science Education through Culturally Responsive Science Pedagogy
NURFARADILLA MOHAMAD NASRI
4 Culturally Responsive Pedagogy: A Framework for Science Teaching in Asian Contexts
EDY HAFIZAN MOHD SHAHALI, LILIA HALIM AND MOHD ALI SAMSUDIN
5 The Role of Funds of Knowledge in Culturally Responsive Science Pedagogy
MOHD NORAWI ALI AND HARTINI HASHIM
PART II Case Studies
6 Case Studies in Indonesia: From Cultural Pluralism to Culturally Responsive Science Pedagogy
MURNI RAMLI
7 Case Study in Malaysia: Is Culturally Responsive Pedagogy Possible?
SITI NUR DIYANA MAHMUD
8 Case Study in Japan: Reflection from the Period for Integrated Studies
KIYOYUKI OHSHIKA AND MURNI RAMLI
PART III Way Forward
9 Culturally Responsive Pedagogy, STEM, and Gender Equity: Tackling Key Issues and Advancing the Research Field
MUHAMMAD ABD HADI BUNYAMIN AND IZZAH MARDHIYA MOHAMMAD ISA
10 Way Forward: Culturally Responsive Science Pedagogy for Developing Countries in Asia
NURAZIDAWATI MOHAMAD ARSAD, NURFARADILLA MOHAMAD NASRI, AND SITI NUR DIYANA MAHMUD
Biography
Lilia Halim is Professor of Science Education in the Center of STEM Enculturation, Faculty of Education, Universiti Kebangsaan Malaysia. Her research interests include the development of teachers’ professional knowledge and STEM and science education in formal and informal contexts.
Murni Ramli is Senior Lecturer in Educational Sciences and Curriculum Management at the Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret (UNS), Indonesia. She serves as the coordinator for international students’ services at the International Office of UNS.
Mohd Norawi Ali is Senior Lecturer in Science Education at the School of Educational Studies (SES), Universiti Sains Malaysia (USM). His research interests are project-based STEM education and ICT integration in science teaching for pre-service teachers and social wellbeing of family and community. He was the editor for Digest Pendidik Journal, SES, USM.
“It is amazing to go through students’ classroom lives in three different countries in one book and learn about their challenges for culturally relevance.“
Ming Tak Hue, Education University of Hong Kong
