Foregrounding Emancipatory Pedagogies and Abolitionist Teaching in a Science Methods Course Toward Cultural Competency

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Systematizing Equity and Justice in Science Teaching and Learning (Table 12)

Abstract

In this study, the experiences of five early-career science teachers were examined through a teacher preparation program and engagement in professional learning as participants in a fellowship program. This study involved a deep delve into their K–12 experiences, how they were recruited into teaching, reflections on their preparation, and how they navigated the first two years of teaching. Utilizing narrative inquiry (Clandinin & Connelly, 2000) and narrative analysis (Riessman, 1993), the voices of these early-career Black and Brown teachers were elevated. The conceptual framework that informed this study included Love’s (2019) abolitionist teaching and Nouri and Sajjadi’s (2014) emancipatory pedagogies. Data sources included semi-structured interviews and artifacts in the form of course materials, lesson plans, and assignments.

Authors

• Vanessa Nizeyimana Louis, University of Michigan

• Natalie S. King, Georgia State University