Preservice Elementary Teachers Enacting a Critical Race Curriculum in Science: A Multicase Study

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Preparing Teachers to Teach Critically

Abstract

This multi-case study explores the ways in which preservice science teachers enact a critical race curriculum in majority-Latinx elementary classrooms. Critical Race Theory, LatCrit, and CRC serve as the theoretical framework for this study. CRT is the theoretical lens of this case study, LatCrit specifies who preservice science teachers seek to empower in their science learning experiences, and critical race curriculum is the curricular tool implemented in praxis. The context of this study takes place in an embedded model, where the university coursework and field work experiences are situated in a majority- Latinx community and elementary school campus. Results include the preservice science teachers utilizing five equity moves in their pursuit of enacting a CRC.

Author

• Stephanie Garcia, Intercultural Development Research Association