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The Difficult Relationship Between Science Education and CSP: Are We Heading Towards Separation?
Abstract
This chapter uses relationships as a metaphor to explore the alignments and tensions between STEM education (with a focus on the authors' area of expertise: science education; SE) and Culturally Sustaining Pedagogies (CSP). The chapter offers an imagined therapy session in which SE and CSP explain to their “therapist” their past and present interactions. The therapist then suggests that the way towards sustainable co-existence of SE and CSP is through a pluralistic approach to sensemaking; an approach that recognizes that different approaches to understanding, adapting to, and adapting, our world (i.e., different approaches to “scientific sensemaking”), can serve different, equally valuable and necessary, purposes. The chapter concludes by exploring how this pluralistic approach might look in the classroom and then stepping out of the metaphor to offer a “reality check” regarding the feasibility of the long-term co-existence of SE and CSP.
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