The use of argumentation in Haitian Creole science classrooms

In this article, [the author] critiques the claim that Haitian children cannot actively engage in science classrooms. Drawing from her own work as a bilingual science teacher and educational researcher, [the author] highlights the Haitian cultural practice of bay odyans, a form of discourse similiar...

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Bibliographic Details
Published in:Harvard educational review 2003-04, Vol.73 (1), p.73-93
Main Author: Hudicourt-Barnes, Josiane
Format: Article
Language:English
Subjects:
Argumentation
Bilingual education
Bilingual Teachers
Children
Creole languages
Culture
Curriculum subjects: programmes and methods
Education
Educational Facilities Improvement
Educational Researchers
Educational sciences
Educational sector
Exact and natural sciences
Foreign Countries
Gesprächsführung
Haiti
Haitian Creole
Haitians
Inquiry
Kommunikation
Kreolisch
Kultureinfluss
Minority & ethnic groups
Naturwissenschaftlicher Unterricht
Persuasive Discourse
Science
Science Curriculum
Science Education
Science Teachers
Speech Communication
Study and teaching
Teachers
Teaching Methods
Theory
Thinking Skills
Unterrichtsgespräch
Wissenschaftsorientierter Unterricht
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Summary:In this article, [the author] critiques the claim that Haitian children cannot actively engage in science classrooms. Drawing from her own work as a bilingual science teacher and educational researcher, [the author] highlights the Haitian cultural practice of bay odyans, a form of discourse similiar to scientific argumentation, as a potential building block for engaging Haitian children in scientific inquiry. She offers specific examples of Haitian students recreating bay odyans in science classrooms, and suggests that these students have a cultural experience that predisposes them to scientific inquiry. In making links between culture, scientific inquiry, and pedagogy, [the author] seeks to broaden the research perspective on Haitian students and discourage the use of research paradigms that ignore the impact of culture in the classroom. (DIPF/Orig.)
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.73.1.hnq801u57400l877