Teaching science for empowerment in an urban classroom: A case study of a Hmong teacher

Bhaskar Upadhyay

doi:10.1080/10665680902779366

Teaching science for empowerment in an urban classroom: A case study of a Hmong teacher

Bhaskar Upadhyay

Organizational Leadership, Policy and Development

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40 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	217-232
Number of pages	16
Journal	Equity and Excellence in Education
Volume	42
Issue number	2
DOIs	https://doi.org/10.1080/10665680902779366
State	Published - Apr 2009

Bibliographical note

Funding Information:
This paper was supported by Grant-in-Aid and Multicultural Research Award, University of Minnesota, Minneapolis. Address correspondence to Bhaskar Upadhyay, University of Minnesota, College of Education & Human Development, Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury Dr. SE, Minneapolis, MN 55455. E-mail: upadh006@umn.edu

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Teaching science for empowerment in an urban classroom: A case study of a Hmong teacher

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