Abstract
This poster considers the practical application of decoloniality, intersectionality, and culturally relevant pedagogy in science education. The significance of creating and teaching science curricula using this multi-framework approach lies in demonstrating how media forms, such as graphic novels and manga—integral to American youth culture—can make science education more engaging and relevant for Black and Afro-/Latinx inner-city students. Central to this approach is the importance of literary representation in these texts, allowing students to see their own race, ethnicity, gender, etc. reflected in the characters and narratives, thereby fostering a deeper connection to the material. The research details the design and execution of a pre-college science course that used comics, graphic novels and manga as primary texts to teach various scientific concepts, including botany, physics, chemistry, and materials engineering. Additionally, it highlights how these popular media narratives were used to bridge the gap between students’ cultural interests (e.g., zombies, vampires, Titans) and academic content, enhancing learning outcomes and fostering a more inclusive educational environment, as evidenced by pre- and post-test assessments.
Presenters
Shiquise M. DavisPhD Student, Curriculum and Instruction, University of Wisconsin-Milwaukee, Wisconsin, United States
Details
Presentation Type
Theme
KEYWORDS
Decoloniality, Intersectionality, Culturally Relevant Pedagogy, STEM, Curriculum and Instruction
