Abstract
‘Culturally appropriate pedagogy’ has become an important practice since 1990 to address the increasingly diverse student population in every part of the world. For all the good intentions, however, there is an inherent danger in identifying and accommodating students’ cultural differences: we may fall into the trap of reifying superficially or even ethnocentrically understood cultural differences and pigeonholing students simply because of their assumed ‘cultural differences’. How should we decide when a ‘culturally appropriate pedagogy’ is necessary and how should a truly culturally appropriate pedagogy be designed? This study investigates a group of Chinese mathematicians/scientists/engineers’ perspectives in order to shed light on these questions.
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