A Conceptual Infrastructure for Culturally Sustaining Science Practices in the RGV, Aztlán: Creating Agentes de Cambio
Abstract
The purpose of this pedagogical essay is to outline a conceptual infrastructure that advances a culturally sustaining science practices related to science education, science curriculum, and Chicana science teachers in the Rio Grande Valley (RGV), Aztlán. Culturally sustaining science practices, by definition, refer to science practices that advance understandings of science, science education, and science curriculum that inherently value community- based science, cultural and bioregional sustainability, and the critical conscientization of Chicana teachers in our region. Our conceptual infrastructure outlined below seeks to provide a group of intersecting concepts that articulate our notion of culturally sustaining science practices within the context of the RGV whose intellectual content is transferable to other regions interested in sustainable practices writ large. Overall, at the center of our intersecting conceptual framework, we emphasize a regionally-based articulation of Freire’s conscientization. Our discussion and conclusion shares emergent applications of the framework from the teaching and learning of Authors 1 and 2.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Ramirez, Particia, "A Conceptual Infrastructure for Culturally Sustaining Science Practices in the RGV, Aztlán: Creating
Agentes de Cambio" (2021). Curriculum Studies Summer Collaborative. 67.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/67
A Conceptual Infrastructure for Culturally Sustaining Science Practices in the RGV, Aztlán: Creating Agentes de Cambio
Stream A
The purpose of this pedagogical essay is to outline a conceptual infrastructure that advances a culturally sustaining science practices related to science education, science curriculum, and Chicana science teachers in the Rio Grande Valley (RGV), Aztlán. Culturally sustaining science practices, by definition, refer to science practices that advance understandings of science, science education, and science curriculum that inherently value community- based science, cultural and bioregional sustainability, and the critical conscientization of Chicana teachers in our region. Our conceptual infrastructure outlined below seeks to provide a group of intersecting concepts that articulate our notion of culturally sustaining science practices within the context of the RGV whose intellectual content is transferable to other regions interested in sustainable practices writ large. Overall, at the center of our intersecting conceptual framework, we emphasize a regionally-based articulation of Freire’s conscientization. Our discussion and conclusion shares emergent applications of the framework from the teaching and learning of Authors 1 and 2.
