Multidimensionality of cultural practices: implications for culturally relevant science education

摘要

Alfred Schademan’s close and systematic analysis of the sociohistorical and science-related practices developed by African American men goes a long way in disrupting deficit-based notions of such students’ capabilities. The rich resources he identifies open many possibilities for connecting peer and classroom knowledges. This response offers some cautionary notions to consider, given the historical, social and political dimensions that are integral to such practices.