Doing Better: Illuminating Teachers’ Multiple Pathways to Equitable Science Pedagogy

• In Event: Critical Issues in Science Teaching and Learning

Abstract

In this qualitative, collective case study, we refine our conceptualization of equitable science pedagogy (ESP). Using a theory-rich framework that champions providing students of color with rich, self-affirming, and consciousness-raising science learning experiences, we analyzed ethnographic data from three high school science teachers who are committed to nurturing the science learning of students of color. Single and cross-case analyses provide rich descriptions of actual and potential teacher practices and elucidate the multiple pathways that emerge, as teachers envision and enact ESP. We argue that ESP varies across teaching episodes based on how teachers reason about race/culture, science, learning, and equity. This reasoning brings certain visions and enactments of ESP dimensions to the foreground while leaving others unrealized.

Authors

• Manali J. Sheth, Iowa State University

• Melissa Lee Braaten, University of Wisconsin - Madison