Using a Decolonizing Framework to Guide Justice-Driven Earth Science Teacher Education

• In Event: Guiding Justice-Driven Teacher Education: Using Theory to Change Practice in Teacher Education

Abstract

Objectives. In keeping with AERA’s 2024 theme of dismantling racial injustice, this case study uses a decolonizing geology framework to explore the degree to which a teacher residency program deepens preservice science teachers’ conceptions of equitable science learning and contextualizing a scientific discipline. This secondary analysis of data from a multi-site study draws from the case study (Author, 2021; Masked, 2021; paper #3 in this proposal) of a 15-month urban teacher residency program that prepares Earth science secondary teachers.

Theoretical/Conceptual Perspectives. For this paper, we focus on our use of one critical theoretical framework; Rogers and colleagues proposing a set of practices aimed at decolonising geology (2022). The decolonizing geology framework focuses on the single subject the teachers are prepared to teach in our program. This framework offers a set of ten actions focused on restructuring the teaching of geology that “rebalance... power to decrease the marginalization and ‘othering’ of groups and knowledge,” which they suggest could aid inclusivity by supporting greater representation and diversity (Rogers et al., 2022, p.192).

Methods. We engaged in a secondary analysis, examining the qualitative data from the case study. Multiple sources of data included first-hand accounts by stakeholders, including interviews, classroom observations, program documents, as well as evaluation data, findings from published research by program scientists and educators, and dissertation research. In our secondary analysis, we drew on the Rogers’ (2022) decolonizing geology framework.

Results. The analysis revealed learning opportunities consistent with the decolonizing geology framework, including teaching practices that can increase sense of belonging for racialized youth in classrooms, debunk deficit views of youth with expansive, inclusive views, and also to understand the contextual nature of science. The framework also revealed how several programmatic features, including scientists’ roles co-teaching multiple courses in the program, supported a view of geology and science as accessible, collaborative and even messy at times (vs. individualistic, elite and competitive), and supporting a view of science bringing equity and justice explicitly into the practicum experience. It also pointed to a key gap and need for connecting candidates’ experiences of learning to teach even more sharply to social justice, including teaching the history of the discipline itself and connecting to local and indigenous knowledges.

Significance. This analysis helps demonstrate how using a specific framework that focuses upon a scientific discipline can help surface both program strengths and areas for important improvement and change. Expansive, general frameworks can be useful in providing some focus, and revealing challenges. And, a specific disciplinary focus can illuminate particular and perhaps even concrete changes in teaching, programmatic design, and pedagogical choices that can be transformational (Morton, 2023). The lens of this framework on our data has provided helpful support for the scientist co-teachers (and co-authors of this paper) in the program, who co-teach multiple courses with teacher educators. The framework, with its disciplinary focus, has helped point to specific pedagogical shifts they can make in their practice that are concrete and connected to their work.

Authors

• Karen M. Hammerness, American Museum of Natural History

• Marisa Olivo, Boston Public Schools

• Jamie Wallace, American Museum of Natural History

• Leanne Melbourne, American Museum of Natural History

• Steven Jaret, American Museum of Natural History

• Linda Curtis-Bey, American Museum of Natural History

• Rosamond Kinzler, American Museum of Natural History