Abstract This investigation explores the role of science in teaching about diversity in schools and among pre-service teachers. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teacher force that is largely unprepared to teach them. Moreover, research on using science to teach about diversity in educational settings is sparse. Recognizing the need for an interpretive and inclusive approach for teaching about diversity issues in teacher education, the article attempts to reposition science as being central to diversity education. Thus, the selected literature addresses Critical Pedagogy and Science; Culturally Relevant/Responsive Pedagogy and Science; Multicultural Education and Science; Multicultural Science Education; and then presents a new framework, Critical Postmodern Science Pedagogy, with the aim of providing another perspective that helps to more deeply address issues of diversity in the classroom.

中文翻译：

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种族、多元文化主义和科学在教学多样性中的作用：走向批判的后现代科学教学法

摘要 本次调查探讨了科学在学校和职前教师多样性教学中的作用。在无处不在的科学创新和全球文化交汇点的推动下，当代社会的一个核心问题是培养多元化和高技能的劳动力。然而，日益多样化的学生群体必须应对人口结构同质的教师队伍，而这些队伍在很大程度上没有准备好教授他们。此外，关于使用科学来教授教育环境多样性的研究很少。认识到需要采用解释性和包容性方法来教授教师教育中的多样性问题，本文试图将科学重新定位为多样性教育的核心。因此，选定的文献涉及批判性教育学和科学；文化相关/响应式教学法和科学；多元文化教育与科学；多元文化科学教育；然后提出一个新框架，即批判性后现代科学教育学，旨在提供另一种视角，有助于更深入地解决课堂中的多样性问题。