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International students and their positionalities in a multicultural science learning context : a critical perspective
Author
Ong, Wee Yong
Supervisor
Teo, Tang Wee
Abstract
International students confront different challenges in science education as compared to their local peers. However, these challenges have not been studied in Singapore. This case study uses political positionality to locate four international students from Vietnam, China and India studying in a Singapore independent high school which offers an alternative science curriculum and show the types of positionalities they enacted as science learners. The research question is “How do international students enact political positionality in a multicultural learning context so that they can relate to others and learn science?”
Findings from in-depth interviews show that some of the research participants needed more social and cultural capital to relate to others and learn science more effectively. The findings have implications for science teachers’ curriculum making and school leaders’ planning of activities that afford more opportunities for the development of diverse capital for science learning.
Findings from in-depth interviews show that some of the research participants needed more social and cultural capital to relate to others and learn science more effectively. The findings have implications for science teachers’ curriculum making and school leaders’ planning of activities that afford more opportunities for the development of diverse capital for science learning.
Date Issued
2018
Call Number
Q183.4.S55 Ong
Date Submitted
2018