Science Education In Developing Countries: Access, Equity, And Ethical Responsibility

Abstract

The goal of this paper is to stimulate critical reflection among science educators with respect to issues relating to science and teaching and learning in the developing countries and our ethical responsibility to future generations. First and foremost, I believe we ought to ensure that all members of society have access to an equitable education. All includes educating the millions of children who struggle to achieve while living their lives on the boundary; all includes affording educational opportunities to all members of society throughout their lifetime under the auspices of a “Social Justice for All Vision of Education” (See Appendix 1). Second, as we strive for such a desired state of education, we must acknowledge that social, cultural, political, and economic issues are linked intrinsically to the process of education. I would assert, however, that it is easier to transform our image of the educational process when such issues frame the discourse. This contrasts with much of the history of schooling, in which, such issues seldom were acknowledged as being a part of the debate; thus, social, cultural, political, and economic issues often served - and continue to serve - as barriers to educational equity, barriers in the sense that the dominant hegemony perpetuates schooling inequalities. I believe that teaching for social justice is indeed a viable science education goal. Ideally, the discussion herein will advance a broader discourse toward cultural struggle, empowerment, and possibility (see also Kyle, 1999).