The Role of Core Practices in Learning to Teach Science in Antiracist Ways

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Antiracist STEM: Teaching for Justice (Table 14)

Abstract

This case study of one White secondary science intern, Boaz, demonstrates how practice-based teacher education and core practices supported him in becoming a well-started anti-racist educator. Using storytelling, we illustrate how critical whiteness pedagogy and practice-based teacher education worked together to help Boaz identify as an educator who is committed to social justice. While his journey is not complete, we argue Boaz was able to identify as an anti-racist teacher because he participated in approximations of practice (Grossman et al., 2009) focused on having Boaz use theory in his teaching practice.

Authors

• Jonathan McCausland, Iona University
  Presenting Author

• Scott McDonald, Pennsylvania State University
  Non-Presenting Author