Diversity and Inclusion in the Next Generation Science Standards

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Policies and Their Implications for Enabling Learning and Inclusion (Table 29)

Abstract

This study explores the discourse of diversity in the Next Generation Science Standards (NGSS, 2013) using Foucauldian’s genealogical tool (1975/1984). Analysis of the power relations in the introduction, standards, and appendixes chapters reveals the contradiction in the discourse of diversity and inclusion across the chapters. While introducing the diverse student groups to teachers and suggesting the teaching practices according to the contexts, NGSS uses terminology which classifies students according to their differences, individualizing them for their needs, and totalizing them as having inclusion problems, perpetuating the biases and stereotypic beliefs toward diverse student groups. Conversely, NGSS suggests inclusive science and engineering teaching practices to teachers and empowers students against social inequalities.

Author

• Saliha Al, University of Rochester