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(2010) Cultural studies and environmentalism, Dordrecht, Springer.
Responding to glocalisation and foundationalism in science and math
Dawn Sutherland , Denise Henning
pp. 409-413
I just returned from Thailand. It was an interesting experience teaching a science methods course for Canadian pre-service teachers completing their education degree overseas. Something interesting happened while I was there. As part of the course, my students were required to create a portfolio of cultural and local examples from Thai culture that would help create early and middle years' science experiences that were more locally relevant. When I explained the assignment, students just stared at me, and asked, "why would we want to do that?" You see, my Canadian students realized very quickly that one of the purposes behind Thai students attending English schools in Thailand is to become more aware of eurowestern culture. So, both my past and recent experiences help me relate to Drs. Luitel and Taylor's chapter on the impact a non-critical presentation of global (really eurowestern) education has on non-eurowestern educational systems.
Publication details
DOI: 10.1007/978-90-481-3929-3_34
Full citation:
Sutherland, D. , Henning, D. (2010)., Responding to glocalisation and foundationalism in science and math, in D. J. Tippins, M. P. Mueller, M. Van Eijck & J. D. Adams (eds.), Cultural studies and environmentalism, Dordrecht, Springer, pp. 409-413.
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