Professor Diane Silva Pimentel, Distinguished Senior Lecturer in Education, will spend spring semester writing about her research and experience with culturally responsive teaching in science education. Silva Pimentel will be co-editing a multi-volume book, STEM Education and Culturally Sustaining Pedagogies: Research, Practice, and Critical Reflections, that brings together multiple perspectives to inform further research and classroom practice.  A former high school science teacher, Silva Pimentel leads the science cohort of the Master of Arts in Teaching (MAT) program, where she prepares the next generation of science teachers for urban classrooms. To inform her critical reflection and research on teaching methods, Pimentel will serve as a substitute teacher in Dr. David Upegi’s science classes at Central Falls High School once a week, which will also provide time for him to teach and supervise Brown MAT science students. 

Professor Pimentel explains that culturally responsive science pedagogy is an essential approach to science education. “At its core,” she explains, “it's about building relationships with students and leveraging their ‘funds of knowledge.’ This asset-based approach recognizes that all students bring valuable knowledge to the science classroom.” It empowers students by incorporating equity and social justice issues into the curriculum, helping students use science to improve their communities and the world. As the demographics of schools nationwide evolves, Pimentel notes that educators should create learning opportunities that resonate with student’s lived experiences. 

The Brown MAT program centers culturally responsive pedagogy in its approach to teacher education.  Pimentel explains that “our candidates read texts, complete assignments, and participate in reflective discussions that challenge them to consider their biases and develop an asset-based lens toward their students, while also applying these frameworks in the curriculum they develop. The work is a combination of theory, critical reflection, and skill development.” 

In just one of many examples, Professor Pimentel worked with science MAT students to develop a curriculum around sustainability to teach in Brown Summer High School to high school students from Providence, Central Falls, and other Rhode Island communities. The students in Brown Summer High school worked on the question: 'How can growing plants in my neighborhood contribute to a more sustainable world?' Their final project required them to choose a site in their community and design a plan to introduce plants that would benefit the environment. 

The project didn’t just engage students in science—it connected them to their communities. "We had a guest speaker from Roots2Empower, a local organization that uses gardening as a community empowerment tool. Students saw firsthand how their learning could make a real-world impact," says Professor Pimentel. The students’ commitment didn’t end with the project. "Many of them said they were planning to follow through on their plans and actually make a difference in their neighborhoods."

Despite the success of these projects, Professor Pimentel acknowledges the challenges that come with implementing culturally responsive pedagogy in traditional school settings. "Most schools have prescribed curricula, which can be restrictive. Even though newer science curricula are more student-centered, they are not always culturally responsive," she explains. "Curriculum adaptation is essential, but teachers often lack the time and collaborative space to make these necessary changes."

However, she remains hopeful about the future of culturally responsive science pedagogy. "My goal is to provide science educators with opportunities to work in community as they develop their practice," she says. Through her research this spring, Professor Pimentel hopes to offer insights on how best to support teachers in this important work.