Theses and Dissertations

Date of Award

8-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

James Jupp

Second Advisor

Noushin Nouri

Third Advisor

Pauli Badenhorst

Abstract

This study explores the evolution and implementation of Critical Place-Based Education (CPBE) in science curricula over the past two decades, with a specific focus on bicultural learning environments. Through a meta-synthesis of qualitative research, this study examines how CPBE has been theorized and applied in science education, identifying key curricular elements, instructional strategies, and challenges in application. By synthesizing findings across diverse educational contexts, this research aims to bridge the gap between theory and practice, offering a clear framework for designing and executing CPBE curricula that are both culturally sustaining and place-conscious. Additionally, this study investigates how CPBE aligns with Culturally Sustaining Pedagogy (CSP) and Place-Based Education (PBE) to support bilingual, bicultural science learning, particularly in bioregions like the Rio Grande Valley (RGV). The findings will contribute to both theoretical discussions on equity-driven science education and practical guidelines for educators and curriculum developers seeking to integrate critical, community-centered, and culturally sustaining approaches into science classrooms.

Comments

Copyright 2026 Thalia G. Juarez. All Rights Reserved. https://proquest.com/docview/3408996705

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