Pedagogical and Leadership Practices. A critical duoethnography of two female science educators of color who have defied the odds

• In Event: AERA Teachers of Color Handbook Session 2

Abstract

When teachers and learners share similar culture and social backgrounds, mutualistic relationships emerge and student learning and academic achievement are enhanced. However, institutionalized racism present in curricula and school structures prevent successful retention of culturally and linguistically diverse (CLD) teachers and negatively affect student achievement. We present the educational journeys of two CLD female science educators who defy the odds by successfully navigating US public school systems, first as learners, then as public school teachers and educators. We draw on critical race theory and use critical duoethnography as a methodology and use our stories as springboards for discussions of culturally responsive pedagogy (CresP). We discuss our teaching challenges and provide specific strategies to teach science learners, especially CLD students.

Authors

• Regina Suriel, Valdosta State University

• Tonjua B Freeman, University of Central Florida