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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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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description 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.)
doi_str_mv 10.17763/haer.73.1.hnq801u57400l877
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ispartof Harvard educational review, 2003-04, Vol.73 (1), p.73-93
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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
title The use of argumentation in Haitian Creole science classrooms
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