Publisher's Synopsis
This book brings together a number of different perspectives on the question of how teachers can best build a multicultural/anti-racist dimension into their teaching of science at the primary level and addresses the implications of attempting to do this. These perspectives include those of the trainee teacher, class teacher, advisory teacher, teacher trainer and researcher, as well as those with expertise in primary science, multicultural/anti-racist education and language support, and those of the majority culture in Britain, ethnic minority groups and colleagues in developing countries.;The two parts of the book look at two major concerns from a number of angles. The first concern, taken up in Part 1, is with the "how to" questions that classroom teachers often ask in attempting to make a start in this area. Questions such as, what topics and ideas are useful for developing science? How can we make sure we acknowledge the cultural diversity of the school and the wider community? How can we make science and science materials accessible to children whose mother tongue is not English?;The second major concern, dealt with in Part 2, is with the underlying rationale for a multicultural approach to primary Science.
