Scripted to Teach: A Critical Discourse Analysis of Scripted Curricula in Science Education

• In Event: Centering Other Epistemologies in Critical Curriculum Studies

Abstract

This paper presents a critical discourse analysis of two science curricula that are widely adopted by middle schools in the United States, Amplify and OpenSciEd. We analyzed the curricula materials in terms of equity, diversity, and inclusion. Burgess and Williams’s (2022) multi-layered definition of equity in science education and Calabrese Barton and Tan’s (2020) rightful presence framework were used for critical analysis of curricula materials including texts, visual representations, and teacher documents. Findings showed that equity in science education was a goal that was expressed in both curricula that were studied. Nevertheless, when viewed through the lenses of the frameworks in this study, we find that the general strategy is one of access and inclusion rather than sociocultural transformation.

Authors

• Dilara Kara Zorluoglu, University of Nevada - Las Vegas

• Debika Jana, University of Nevada - Las Vegas

• Adrianne Dizon, University of Nevada - Las Vegas

• Ambreen Islam, University of Nevada - Las Vegas

• Katherine Wade-Jaimes, University of Nevada - Las Vegas

• Sameul Hoque Fahad, University of Nevada - Las Vegas

• Chike Elue, University of Nevada - Las Vegas

• Burak Sahin, University of Nevada - Las Vegas