TY  - BOOK
AU  - 
AU  - JOSIANE HUDICOURT-BARNES
ED  - 
ED  - 
ED  - 
ED  - 
SN  - 0017-8055
PY  - 2003///46
CY  - 
PB  - Harvard Education Publishing Group
KW  - 
KW  - 2
KW  - 0
KW  - 6
KW  - 20
KW  - Education
KW  - Education and Society
KW  - Learning and Instruction
KW  - General Education
KW  - sears0
N1  - ABSTRACT :  In this article, Josiane Hudicourt-Barnes critiques the claim that Haitian children cannot actively engage in science classrooms. Drawing from her own work as a bilingual science teacher and educational researcher, Hudicourt-Barnes highlights the Haitian cultural practice of bay odyans, a form of discourse similiar to scientific argumentation, as a potential building block for engaging Haitian children in scientific inquiry. She offers specific examples of Haitian students recreating bay odyans in science classrooms, and suggests that these students have a cultural experience that predisposes them to scientific inquiry. In making links between culture, scientific inquiry, and pedagogy, Hudicourt-Barnes seeks to broaden the research perspective on Haitian students and discourage the use of research paradigms that ignore the impact of culture in the classroom; 5
ER  -