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67.059 - Enacting Social Justice Through Transformative Science Education Research in Various Contexts
Mon, April 8, 4:10 to 6:10pm, Metro Toronto Convention Centre, Floor: 800 Level, Room 801ASession Type: Structured Poster Session
Abstract
This session brings together a group of established and emergent scholars who are conducting transformative science education research in different contexts (i.e., community, schools, undergraduate and teacher education programs). Since the authors draw from various theoretical frameworks and positionalities (including ethnic, gender, and international diversity), they offer a rich tapestry of inspiring narratives that should provide session participants with practical applications and fresh insights for conducting critical social justice work in science education.
Sub Unit
Chair
Papers
1. Teaching to Transform: The (W)Holistic Science Pedagogy - Alexis Danielle Patterson, University of California - Davis; Salina Gray
2. "It Starts With Thinking About What You Can Do": Critical Praxis Among Justice-Oriented Science Teachers - Alexandra Schindel, University at Buffalo - SUNY; Sara E. Tolbert, Te Whare Wānanga o Waitaha University of Canterbury
3. GeoConnections: Relationships Between Indigenous Knowledges and Western Science - Darryl Reano, Florida International University; Jonathan Harbor, Purdue University
4. Reducing Marginalization and Promoting Inclusivity in STEM Education: Contributions From a Mexican Higher Education Institution - Juan Manuel Fernandez-Cardenas, Tecnológico de Monterrey; Cristina G. Reynaga-Peña
5. Science Learning at Home: Exploring Intersections of Learning, Identities, and Engagement for Social Justice - Ramya Sivaraj, University of Minnesota - Twin Cities; Bhaskar Upadhyay, University of Minnesota
6. Deconstructing a Discourse: Navigating and Negotiating "Equity in STEM Education" Within Preservice Elementary Teacher Education - Kasi Matthews, Millsaps College; Maria Ferris Greene Wallace, University of Southern Mississippi
7. Findings From a Transdisciplinary and Critical Cross-Cultural STEM (TC3-STEM) Approach for Preparing Preservice Teachers - Alberto J. Rodriguez, Purdue University