Culturally Relevant Science Education in a Conflict-Ridden Society: Palestinian and Jewish Educators and Students Engaging Science for Social Change

• In Event: Intersection of Social Activism, Community and Teacher Engagement in Implementing Culturally Relevant Science Curriculum

Abstract

In this paper, we explore how science teachers in a Palestinian/Jewish bilingual/multicultural school create and enact culturally relevant pedagogy within elementary science curricula. A curricular example of water accessibility is used to examine the deep complexities of the context. We explore how the macro context of a conflict-ridden society with significant social, economic, and racial injustices as well as the state control over official curricula influences the micro context of the school, including curriculum development and enactment and how these are attuned to the lives of students in the classrooms.

Authors

• Assaf Meshulam, Ben Gurion University of the Negev

• Alexandra Schindel, University at Buffalo - SUNY