Potential Abstract: This research article explores the intricate interplay between multicultural constructs and learning science within the context of political conversations in educational settings. Drawing on critical theoretical frameworks, this study investigates how various forms of diversity, including but not limited to race, ethnicity, gender, and socioeconomic background, shape students’ experiences and outcomes in science education. By examining the intersections of multiculturalism, power dynamics, and science learning, this research aims to illuminate the complex ways in which political conversations influence educational practices and policies. Through qualitative analysis of classroom observations, interviews, and document analysis, this study identifies key factors that impact the incorporation of multicultural perspectives in science education, particularly in the context of ongoing political debates. Findings from this study have the potential to inform educators, policymakers, and researchers on strategies to promote inclusive and equitable science education that embraces diverse cultural perspectives.
Potential References:
- Innovative Development of Civic and Political Education in Higher Vocational Colleges and Universities in the Context of Multiculturalism
- The Promise of Multiculturalism: Education and Autonomy in the 21st Century: a New Political Science Reader
- Is science multicultural?: Challenges, resources, opportunities, uncertainties
- Patriotism, multiculturalism and belonging: political discourse and the teaching of history
- Multicultural education, pragmatism, and the goals of science teaching
