Teaching Science for Empowerment In an Urban Classroom: A Case Study of a Hmong Teacher

摘要

This is a case study of Lee, a Hmong teacher, who reflects on her own schooling experiences in order to develop a culturally sensitive pedagogy based on empowerment and funds of knowledge. The findings indicate that Lee teaches science effectively using culturally sensitive pedagogy—utilizing Hmong students' and parents' funds of knowledge in science teaching and learning. The findings further indicate that Lee negotiates challenges and tensions associated with her science instructions by partnering with parents and some teachers.