In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript “How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs” and elaborate the ways in which we work toward highlighting the contextual complexities within our own research. Our research focuses on working toward equitable practices for culturally and linguistically diverse children in science education, in order to draw on the many cultural and communicative resources they bring to primary school science investigations. We draw upon our previous and current research projects in this forum contribution to tease-apart CMFs related to issues of equity in teaching science with culturally and linguistically diverse primary school children in our national context in Luxembourg. We conclude with a consideration of how the process of unpacking a diverse array of CMFs relative to our work with students helps us select and employ theoretical lenses and research methodologies that position us to gather rich understandings of the complexities within our research contexts and in our work with children and teachers.

中文翻译：

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致力于公平的研究实践：突出复杂性和尊重背景的价值

在此回应文件中，我们在加拉德·马丁内斯（GallardMartínez），皮特斯（Pitts），布尔基奇（Brkich）和拉莫斯·德罗伯斯（Ramos de Robles）的手稿中回顾了他们的贡献，即“如何识别情境缓解因素（CMF）作为理解和寻求更好方法的基础研究设计”，并详细阐述了我们在研究中强调背景复杂性的方式。我们的研究重点是为科学教育中文化和语言多样的儿童争取公平的实践，以便利用他们带给小学科学调查的许多文化和交流资源。在本次论坛中，我们将利用我们先前和当前的研究项目，对在我们国家范围内具有文化和语言多样性的小学生在科学教学中涉及公平问题的CMF进行梳理。最后，我们考虑了如何与学生一起拆开各种CMF的过程，以帮助我们选择和采用理论视角和研究方法，从而使我们能够对研究背景和工作中的复杂性收集丰富的理解。与孩子和老师。