A review of postcolonial and decolonial science teaching approaches for secondary school from a European perspective

This paper analyses the current state of postcolonial and decolonial science teaching, based on a systematic review of the literature, with a special focus on the European context. It shows that currently, a very narrow view on postcolonial science teaching prevails, limiting its scope to former colonies. A total of 227 articles published 2013-2022 were identified using meta-interpretation combined with systematic searches. 43 of these articles were selected for the sample and analysed. Included were only articles reporting on teaching practice in regular science classes in secondary school. The analysis identified as the main theme the question of how to coordinate Indigenous knowledge systems and Western science in the classroom. Further, translanguaging and pedagogy of justice are used as approaches toward decolonising science education. One striking finding in the analysis is the absence of de-/postcolonial approaches from European countries. This indicates that teaching practice in Europe might currently not undergo decolonisation. This contradicts Aime Cesaire's observation that both the colonised and the colonisers were decivilised during colonialism and need decolonisation [Cesaire, A. (1955). Discours sur le colonialisme [Discourse on colonialism] (6th ed.). Presence Africaine]. In this article, the different approaches toward decolonisation and an outline of decolonial science teaching for the European context are presented.

Automated summary

This paper analyzes the current state of postcolonial and decolonial science teaching, with a focus on the European context, through a systematic review of literature. The study reveals that the current view on postcolonial science teaching is limited to former colonies only. A total of 227 articles published between 2013 and 2022 were analyzed, with 43 articles selected for the sample. The main theme identified in the analysis is the integration of Indigenous knowledge systems and Western science in the classroom. Interestingly, the absence of de-/postcolonial approaches from European countries suggests a lack of decolonization in science education.