Jomo W. Mutegi
The inadequacies of “Science for All” and the necessity and nature of a socially transformative curriculum approach for african American science education
Indiana University – Purdue University Indianapolis
abstract science mantra guided science education reform practice past 20 years unfortunately 20 years science guided policy research professional development curricula african americans continue participate scientific enterprise numbers staggeringly low current reform efforts realize goal science remains uncertain african american students would wellserved article challenges idea type science education advocated science movement good african american students argues african american students uniquely situated historically socially would benefit greatly socially transformative approach science education curricula designed help meet unique sociohistorical needs article compares curriculum approach presented current reform socially transformative curriculum approach concludes description research could support curricular approach advocated 2011 wiley periodicals inc inc j res sci teach 48 301316 2011