With Intentionality: Enacting a Social Justice Stance in the Teaching of Science in Public Schools

• In Event: Cultivating the Radical Imagination: Praxis and Possibilities for Social Justice Education

Abstract

Culture has and continues to influence science and the teaching and learning of science. However, in public schools, science is often taught devoid of references to cultural influencers beyond Western white culture. While this is the predominant approach to science teaching and learning, we argue for social justice orientations and practices that apply to public school science classrooms. These approaches not only serve to inspire future and practicing science teachers to adopt social justice orientations and practices, but to also improve learning outcomes for children of color. Drawing on Black Feminist theory (Collins, 1990/2000, Irvine, 2002), this paper analyzes teaching and learning in secondary science classrooms through case study. The primary data sources for this paper are curriculum materials and instructional designs. Findings show that through critical self-reflection about the context, content, and learners, teachers come to understand the importance and impetus for the move to social justice-oriented teaching and learning of science in public schools.

Authors

• Vanessa Diane Dodo Seriki, Morgan State University

• Samala Lewis, Morgan State University