Dioramas and Classrooms: Looking and Thinking Critically

• In Event: Creating Spaces for Critical Praxis, Agency, and Empowerment in Formal and Informal Learning Environments

Abstract

Generally, new science teachers have a broad view of the education inequities working in urban schools, but need support in developing a critical awareness about their student lives. This poster is situated in a museum-based urban teacher preparation and induction program and proposes that using a museum as a space for both science learning and critical reflection offers the opportunity for new teachers to develop a critical awareness of their students, the school neighborhood, and support students in their science learning to become agents of change in their community.

A contemplative space such as a museum along with a critical framework can provide a space to engage new science teachers in reflection and dialogue about classroom culture in relation to broader societal structures. These ideas are rooted in Freire’s philosophy of supporting learners to access what they already know and to think critically in developing ideas about their world (Freire,1970). Helping teachers understand school context is critical in new teacher induction (Hammerness & Matsko, 2013). A critical praxis framework with a problem-posing dialogue (Freire, 1970) and reflective activities away from the school and classroom allows new teachers to process experiences and understand classroom events in the context of larger critical issues.


“How do you support new teachers’ development of a critical view of the underlying realities of urban students?” Graduates from a museum-based Masters in Arts and Teaching program participate in two years of new induction. Teachers engage in simple participatory and creative activities and readings that change the paradigm from emphasis on content knowledge to creating knowledge by seeing and thinking using museum dioramas and exhibits and extending the discussion to their classroom context. Approximately 15 –18 teachers participate in monthly meetings during the academic year. Materials of reflection and analysis include drawings, photos, personal narrative, and reflections. Materials are analyzed for themes around deeper understanding of teaching context and related teaching identity.

Preliminary data suggests that teachers value having time for their own learning in the museum and to use the museum dioramas to contemplate and share ideas about teaching and learning that transforms their teaching to be more inclusive and democratic. Museums and other designed spaces provide opportunities for new science teachers to be reminded of their passion for learning, engage with scientific phenomena, reflect and discuss inequities, issues of power and the communities where teachers work.

Author

• Cristina Trowbridge, American Museum of Natural History