"They Don't Know How Much Work We Put Into Build These Kids!" Counterstories of the Positional Identities of Black Science Teachers and Their Perceived Science Teaching Practices

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Science Teachers' Dispositions and Discourses: Toward Liberatory Science Classrooms

Abstract

This presentation discusses research on how Black science teachers construct their positional identities, the implication of their constructions on how they perceived their work, and the larger implications of their constructions and perceptions to how Black science teachers are positioned in the canon of science teacher education research.

Authors

• Sonia Howard, Gwinnett County Public Schools

• Natalie S. King, Georgia State University