Intersecting Criticalities in a Health-Centric Science Curriculum

• In Event: A Broad Array of Criticalities and Lived Experiences in STEM Education: Llano Grande, Aztlán, México Profundo

Abstract

Objectives

With the rising tide of type 2 diabetes in our bioregion, it is imperative to address these concerns through a critical-pedagogical lens. Overall, the purpose is to develop a critical curricular-pedagogical praxis in science education that is located within our bioregion and community. With that purpose in mind, this study explored preservice teachers’ (PSTs) experiences and work artifacts as they emerged within a critical health-centric science curriculum aligned with science standards and contextualized within community concerns regarding type 2 diabetes.

Theoretical Framework

The theoretical framework guiding this study drew from two key educational pedagogies: critical pedagogy (Freire, 1970, 2005; Giroux, 2010) and culturally sustaining pedagogy (Paris & Alim, 2014). These frameworks were utilized to design the curriculum and explore PSTs’ engagement in, experiences of, and artifacts created from culturally sustaining, health-centric lessons in a STEM education course. This inquiry was rooted in the notion that education can sustain culture and be a catalyst for transformative change, particularly in our community, when it addresses health issues like type 2 diabetes in a way that resonates with the cultural and social realities of the community.

Methods, Techniques, or Modes of Inquiry

Using a case study methodology, the impact of the curriculum was explored by determining PSTs’ understanding of science, how it can be taught, and their preparation to teach culturally sustaining, health- centric lessons. The case study was used as a means of studying students' engagement, experiences of, and artifacts created from the course.

Data sources, evidence, objects, or materials

Data sources included pre and post curriculum questionnaires, reflections, lesson plans, and post curriculum reflections. Following case study analyses, the data were contextualized and coded within students responses, critical and culturally sustaining pedagogies, and our community contexts.

Results

The first theme illustrated PSTs learning to approach teaching that integrated everyday science, health, and culture. The second theme built on this by supporting that science education can be deeply connected to personal and community health issues. For example, one said “Through science you learn how to better take care of your health by seeing what reactions your body has and what causes it.” After engaging with the CBSS curriculum, PSTs grasped the importance of integrating cultural and health considerations into lessons.

Scholarly Significance

Countering the standards-based, accountability-driven educational context, findings create the case for culturally sustaining, health centric lessons as a way to mitigate health disparities that are prevalent in the community. This type of curriculum, one that centers our racialized and proletarianized bioregion, can reverse the Westernized, decontextualized learning that is the hegemonic practice.

References
Freire, P. (2002). Pedagogy of the oppressed. Continuum. (Original work published 1970)

Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach. Routledge.

Giroux, H. A. (2010). Paulo Freire and the Crisis of the Political. Power and Education, 2(3), 335-340.

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.

Author

• Miriam M. Ortiz, University of Texas - Rio Grande Valley