Towards Onto-Epistemic Justice: Making Identities and Agencies of Bilingual/Multilingual Learners Visible in Science Education

Abstract

Science learning is not limited to knowledge and skills. This research draws on the expansive perspectives of learning which recognize students’ identities, their cultural and epistemic agencies are critical resources for learning. To this end, we examine how allowing students to gain their own epistemic authority and positioning them as knowledgeable others, allows them to recruit their diverse cultural, epistemic, and linguistic resources.