Activist Science Education: Spaces for Equity and Inclusiveness

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

Abstract

Among problems related to socioscientific issues is inequity associated with developing of and accessibility to knowledge, products and services of science and technology; particularly, with increased influences from powerful groups and ideologies. To address these problems, citizens’ socio-political activism, through science education, has been advocated. However, supporting students/citizens developing agency and expertise for activism necessarily entails acknowledging learners’ diversity, and attending to issues of equity and inclusiveness in science classrooms. This paper examines experience of a science teacher, in a Canadian school-board, in adopting/applying an activist framework in her classroom. We argue that constructing in-class equity and inclusiveness, through building confidence, leveling the plane, and supporting students developing a voice, are essential to address global injustices through socio-political activism.

Authors

• Majd Zouda, University of Toronto

• Sarah Halwany, University of Toronto

• Minja Milanovic, University of Toronto

• Kristen Schaffer, University of Toronto

• John Lawrence Bencze, OISE/University of Toronto