Learning and Unlearning a Sense of Place and Community in Science Education

• In Event: Intersection of Social Activism, Community and Teacher Engagement in Implementing Culturally Relevant Science Curriculum

Abstract

This paper reports the use of a Critical Place Based Science Education pedagogy as a model of science teacher education exploring connections of place and community. Unlearning the biases and subjectivities of socio-scientific issues were critical to opening up conversations and bridging partnerships with community groups. Place based Education is theorized. Videoethnography for data collection and documentary photography are used. TC’s blended the roles of educator/researcher placed in the context of agency, community relevancy, and social awareness. Results report how the linking of this context-specific professional learning approach with a place-specific approach required teachers to immerse in community life in order to explore science in the making and thus unlearn and relearn aspects of socio-scientific issues.

Author

• Sheliza Ibrahim Khan, University of Toronto