Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom

Abstract

Going beyond ceremony to meaningfully integrate the lived experiences and narratives of Blacks particularly African Americans in the science curriculum, requires pragmatic research methodologies. K-12 science curriculum development neither considered the needs of African Americans nor were developed with Blacks in mind. Many questions arise related to what might be considered important for Blacks to know and moreover, who should make this determination, and from whose perspectives. This research used a multifaceted approach that was interdisciplinary and multidisciplinary in content and methodology. Considerations were given to social, cultural, historical, political, cognitive, and scientific lenses. This particular study explored considerations that led to the creation of two kinds of multimedia products–video clips and an animation. This research explores how the lived experiences and narratives of African American Gullah Geechee of the southern Coasts of the United States might be integrated into the science curriculum using video clips. This research also investigates the creation of a culturally representative animation to explicate considerations that were made when using the social, cultural, and historical underpinnings of Blacks in America. The research highlights the research methodologies and the meaning of representation, that have important implications for meaningful Black cultural representation in the science curriculum.