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.
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Research Article| September 09 2008
The Use of Argumentation in Haitian Creole Science Classrooms
Harvard Educational Review (2003) 73 (1): 73–93.
JOSIANE HUDICOURT-BARNES; The Use of Argumentation in Haitian Creole Science Classrooms. Harvard Educational Review 1 April 2003; 73 (1): 73–93. doi: https://doi.org/10.17763/haer.73.1.hnq801u57400l877
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