Abstract
In this chapter, I will examine how the introduction of the Arts into the teaching of science, technology, engineering, and mathematics (STEM) subjects represents a new model of education that improves science learning and satisfies human rights criteria for education. I will argue that the incorporation of the Arts into an open and investigate process, based on the “inquiry-based approach”, using local languages and cultural references will improve learning and strengthen human rights. This model is particularly important in educational systems which today use dominant languages and culture in their instruction, disregarding local languages and local knowledge. In contrast to conventional approaches to education, I argue that teaching is more effective when it is based in local languages and culture which include the Arts. Therefore, I introduce a pedagogic model that expands the traditional STEM method to include the Arts. I will conclude with a discussion of the importance of national and international aimed at promoting collaborative learning as well as a pedagogical model that expands the traditional STEM to STEAM and contributes to human rights in education. This includes the introduction of digital narratives into the classroom and a virtual and international collaboration across the Art–Science divide. These narratives are grounded in both local and global cultures, and they include a diversity of knowledge within the human rights framework in education. This model of teaching gives human rights its rightful place in the model of educational.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
A science curriculum model developed by the Lawrence Hall of Science and the Graduate School of Education at UC Berkeley (USA) labelled “Seeds of Science Roots of Reading” was field tested over several years in many states in the USA. The co-founders of this model are David Pearson and Jacqueline Barber. For more information, see http://www.scienceandliteracy.org/ [accessed October 7, 2017].
- 2.
Personal correspondence with Babaci-Wilhite on March 26, 2017.
- 3.
I implemented that project while teaching “21st Century Literacies” in winter and spring 2017 at the University of California, Irvine, in collaboration with Professor Mark Warschauer.
- 4.
Extended to a collaborative project between the University of California, Berkeley, through a digital media in collaboration with Dr. Viet Vu, University of California, Irvine.
- 5.
Sponsored by Peder Sather Foundation at the University of California, Berkeley (USA), in collaboration with the University of Tromsø and the Norwegian Center for Human Rights at the University of Oslo (Norway).
- 6.
With Jabari Mahiri, Kirsten Stien, Inga Bostad, Lanette Jimerson and Lisbeth Rønningsbakk.
- 7.
Proposal to Peder Sather’s Grant with gratefulness and thankfulness for the generous grant from 2016–2017 renewed until July 2018.
- 8.
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. Research Based Classroom Practice, 61(5), 364–373.
Alfredsson, G., & Eide, A. (Eds.). (1999). The Universal declaration of human rights: A common standard of achievement. The Hague, The Netherlands: Martinus Nijhoff Publishers.
Babaci-Wilhite, Z. (2012). A right based approach to Zanzibar’s language-in-education policy. Special issue on right based approach and globalization in education. World Study of Education, 13(2), 17–33.
Babaci-Wilhite, Z. (2014). Local language as a human right in education: Comparative cases from Africa. Vol. 36 of the series: Comparative and International Education: A Diversity of Voices. Rotterdam, The Netherlands: Sense Publishers.
Babaci-Wilhite, Z. (2015). Zanzibar’s curriculum reform: Implications for children’s educational rights. Prospects, UNESCO’s Quarterly Review of Comparative Education, Springer. https://doi.org/10.1007/s11125-015-9341-6.
Babaci-Wilhite, Z. (Ed.). (2016). Human rights in language and STEM education: Science, technology, engineering and mathematics. Rotterdam, The Netherlands: Sense Publishers.
Babaci-Wilhite, Z. (2017). A rights-based approach to science literacy using local languages: Contextualizing inquiry-based learning in Africa. International Review of Education, 63, 381–401.
Babaci-Wilhite, Z., & Geo-JaJa, M. A. (2014). Localization of instruction as a right in education: Tanzania and Nigeria language-in education’s policies. In Z. Babaci-Wilhite (Ed.), Giving space to African voices: Right in local languages and local curriculum (pp. 3–21). Rotterdam, The Netherlands: Sense Publishers.
Barber, J. (2005). The seeds of science/roots of reading inquiry framework. Retrieved from http://scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/barber_inquirycycle_pdf_54088.pdf.
Bigozzi, L., Biggeri, A., & Boschi, F. (2002). Children “scientists” know the reasons why and they are “poets” too. Non-randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts. European Journal of Psychology of Education, XVII(4), 343–362.
Bostad, I. (2013). Right to education—for all? The quest for a new humanism in globalization. World Studies in Education, 14(1), 7–16.
Bravo, M. A., Cervetti, G. N., Hiebert, E. H., & Pearson, D. P. (2008). From passive to active control of science vocabulary. In The 56th yearbook of the national reading conference (pp. 122–135). Chicago, IL: National Reading Conference.
Brock-Utne, B. (2016). English as the language of science and technology. In Z. Babaci-Wilhite (Ed.), Human rights, language in STEM education (pp. 111–128). Rotterdam, The Netherlands: Sense Publishers.
Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–659.
Cervetti, G. N., Pearson, P. D., Barber, J., Hiebert, E. H., & Bravo, M. A. (2007). Integrating Literacy and Science the Research We Have, the Research We Need.
Dewey, J. (1939, Reprinted in 2007). Logic: The theory of inquiry. New York: Henry Holt and Company, Inc.
Freire, P. (1970, Reprinted in 1993). Pedagogy of the oppressed. London, UK: Penguin Books, Ltd.
Geo-JaJa, M. A. (2013). Education localization for optimizing globalization’s opportunities. In S. Majhanovich & M. A. Geo-JaJa (Eds.), Economics, aid and education: Implications for development. Rotterdam, The Netherlands: Sense Publishers.
Haug, B. S. (2014). Inquiry-based science: Turning teachable moments into learnable moments. Journal of Science Teacher Education, 25, 79–96. https://doi.org/10.1007/s10972-013-9375-7.
Mahiri, J. (2011). Digital tools in urban schools: Mediating a remix of learning. Ann Arbor, MI: University of Michigan Press.
Mahiri, J., & Sims, J. (2016). Engineering equity: A critical pedagogical approach to language and curriculum change for African American males in STEM. In Z. Babaci-Wilhite (Ed.), Human rights, language in STEM education (pp. 55–71). Rotterdam, The Netherlands: Sense Publishers.
Mchombo, S. (2016). Language, scientific knowledge, and the “context of learning” in African education. In Z. Babaci-Wilhite (Ed.), Human rights, language in STEM education (pp. 129–150). Rotterdam, The Netherlands: Sense Publishers.
Ngugi wa Thiong’o, J. (1986, Republished in 1994). Decolonising the mind: The politics of language in African literature. London and Portmouth, UK: James Curry Ltd.
Odora, C. H. (Ed.). (2002). Stories of the hunt—Who is writing them? In Indigenous knowledge and the integration of knowledge systems. Towards a philosophy of articulation (pp. 237–257). Claremont, South Africa: New Africa Education.
Pearson, P. D. (2007). An endangered species act for literacy education. Journal of Literacy Research, 39(2), 145–162.
Pearson, P. D., & Hiebert, E. H. (2013). Understanding the common core state standards. In L. Morrow, T. Shanahan, & K. K. Wixson (Eds.), Teaching with the common core standards for english language arts: What educators need to know (Book 1: Grades PreK-2; Book 2: Grades 3–5) (pp. 1–21). New York: Guilford Press.
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328, 459–463. https://doi.org/10.1126/science.1182595.
Robeyns, I. (2006). Three models of education rights: Rights, capabilities and human capital. Theory and Research in Education, 4(1), 69–84.
Samoff, J. (2003, Re-edited 2007). Institutionalizing international influence. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (pp. 52–91). Lanham, MD: Rowman & Littlefield Publishers.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.
Spreen, C. A., & Vally, S. (2006). Education rights, education policies and inequality in South Africa. International Journal of Educational Development, 26(4), 352–362.
Tomasevski, K. (2006). Human rights obligation in education: The 4-A scheme. Enfield, UK: Enfield Publishing & Distribution Company.
UNDP. (2006). Human development report. New York: United Nations.
UNESCO. (2005). Convention on the protection and promotion of the diversity of cultural expressions. Paris, France: UNESCO.
United Nations. (1948). The universal declaration on human rights. Adopted by the general assembly on 10 December 1948. Geneva, Switzerland: United Nations.
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia, PA: Open University Press.
Wolff, H. (2006). Optimizing learning and education in Africa—the language factor. A stock-taking research on mother tongue and bilingual education in Sub-Saharan Africa (pp. 26–55). Association for the Development of Education in Africa (ADEA): UNESCO Institute for Education- Deutsche Gesellschaft für Technische Zusammenarbeit. ADEA 2006 Biennial Meeting (Libreville, Gabon, March 27–31, 2006).
Wortham, S., & Jackson, K. (2012). Relational education: Applying Gergen’s work to educational research and practice. Psychological Studies, 57(2), 164–171.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Babaci-Wilhite, Z. (2019). Educational Tools to Teach STEAM Subjects Integrating Linguistic Rights, Collaboration, and Critical Thinking. In: Babaci-Wilhite, Z. (eds) Promoting Language and STEAM as Human Rights in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-2880-0_1
Download citation
DOI: https://doi.org/10.1007/978-981-13-2880-0_1
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-2879-4
Online ISBN: 978-981-13-2880-0
eBook Packages: EducationEducation (R0)