Grappling with racism as foundational practice of science teaching
While current science teacher education frameworks designed to support high‐quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical r...
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| Veröffentlicht in: | Science education (Salem, Mass.) Mass.), 2019-01, Vol.103 (1), p.37-60 |
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| container_title | Science education (Salem, Mass.) |
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| creator | Sheth, Manali J. |
| description | While current science teacher education frameworks designed to support high‐quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical race theory and sociopolitical perspectives on teaching and learning, I analyzed the contradictions that emerged in science teaching practices that were both intended to support Student of Color science learning and engaged science‐specific colorblind ideologies. The critical race theory analysis demonstrated how science teaching practices such as connecting to students’ experiences, creating interests in science, representing scientists as role models, and scaffolding doing science maintain unequal racialized power relations between students and science when historical and contemporary legacies of racism are not directly confronted. I also propose a science teaching practice of “grappling with racism” as a possible transformative solution to disrupt racism in and through science teaching. |
| doi_str_mv | 10.1002/sce.21450 |
| format | Article |
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| ispartof | Science education (Salem, Mass.), 2019-01, Vol.103 (1), p.37-60 |
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| source | Access via Wiley Online Library; EBSCOhost Education Source |
| subjects | critical race theory Critical Theory Culturally Relevant Education Equal Education equity Ideology Learner Engagement Minority Group Students Power Structure practices Race Racial Attitudes Racial Bias Racism Role Models Scaffolding (Teaching Technique) Science education Science Instruction Science Interests Science Teachers science teaching secondary Student Experience Teaching Transformative Learning |
| title | Grappling with racism as foundational practice of science teaching |
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