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New Norms and Forms of Participation in Rural South African Science Classrooms
Author(s) -
Seiler Gale
Publication year - 2018
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12247
Subject(s) - extant taxon , sociology , democracy , colonialism , curriculum , citizen journalism , participatory democracy , service learning , pedagogy , social science , political science , politics , law , evolutionary biology , biology
New forms of classroom participation, envisioned as contributing to democracy, are advocated by the South African national curriculum. This paper investigates what form participatory science teaching can and should take in South Africa where the legacy of colonialism and apartheid remains and considers this question through the efforts of two pre‐service teachers who created new norms and forms of classroom participation. Findings demonstrate that extant and resonant cultural practices hold promise in promoting classroom engagement.