"On Mars, We'll Have to Speak Arabic": Negotiating Gender and Race/Ethnicity in High School Physics on Mars in Scandinavia

• In Event: Learning From Within: Cross-Cultural Explorations of Diverse Learning Communities

Abstract

Seeking to make high school physics more accessible and equitable, a narrative-supported inquiry curriculum set on Mars was designed. Video and audio data from the curriculum’s implementation was collected. Using sociocultural learning theory and intersectionality theory, the data was analyzed through systematic comparison across cases of diverse student group interactions. Results show inquiry learning with a narrative scenario can include and empower diverse gender, racial and language identities. It can also, however, work to disempower and exclude when dominant students take up the narrative of their hegemonically white culture. This leads to the conclusion that if authentic physics learning is untethered from a critical stance on social problems, students may reproduce these problems as much as they also may challenge them.

Authors

• Katherine Doerr, University of Malmo
  Presenting Author

• Jesper Bruun, University of Copenhagen
  Non-Presenting Author

• Karen Alavi Voigt
  Non-Presenting Author

• Viktor Holm-Janas
  Non-Presenting Author