William C. Kyle

Science Education In Developing Countries: Access, Equity, And Ethical Responsibility

AbstractThe goal of this paper is to stimulate critical reflection among science educators with respect to issues relating to science and teaching and learning in the developing countries and our ethical responsibility to future generations. First and foremost, I believe we ought to ensure that all members of society have access to an equitable education. All includes educating the millions of children who struggle to achieve while living their lives on the boundary; all includes affording educational opportunities to all members of society throughout their lifetime under the auspices of a “Social Justice for All Vision of Education” (See Appendix 1). Second, as we strive for such a desired state of education, we must acknowledge that social, cultural, political, and economic issues are linked intrinsically to the process of education. I would assert, however, that it is easier to transform our image of the educational process when such issues frame the discourse. This contrasts with much of the history o...

From Contextual Frustrations to Classroom Transformations: Female Empowerment through Science Education in Rural South Africa.

Abstract The objective of this transformative action research project was to explore and develop sustainable methods to promote female empowerment through science education in rural, disadvantaged sectors of South Africa. In an attempt to achieve this we collaborated with local community members to develop and implement a contextualized science curriculum at a school in the aforementioned setting. As soon as the project was launched it became increasingly clear that although the ideology of ‘empowerment through science education’ seemed a promising venture, it could also be an extremely complex and often frustrating undertaking. This was especially true when working within an unfamiliar cultural setting. Numerous challenges, such as the lack of teacher motivation, malnutrition amongst the learners, and conflicts stemming from differences between the indigenous knowledge and the western concept of science, greatly impeded the delivery of quality education in the area. These challenges had to be addressed both in pedagogical and practical terms before any attempt towards libratory education could be made. This article sheds light on the complex inter-relationship between the human factor and the organizational and physical infrastructure at a school. It begins with a brief description of the local context and goes on to identify the theoretical underpinnings and chosen methodology for the project. The article concludes with a review of the complexities involved in possible attempts to initiate and foster educational and social transformations in a rural South African setting. We contend that it is essential to first be thoroughly familiar with the background, culture, and needs of any community before any attempts are made towards social justice.