“Equity Is an Integral Part”: One Teacher’s Characterization of Equity in Science Education

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Race, Equity, and Language in Science Teaching and Learning (Table 16)

Abstract

In the reform era of science education, supporting teachers, both preservice and in-service, in addressing issues of inequity has become paramount. Within this work, there has been a call to reposition teacher education from equity rhetoric to equity realized, where the ideas and arguments of equity presented are well developed and theorized. This preliminary study explores the characterization of equity realized that teachers take up within a unique teacher education context. Using an in-depth case study, I focus on one teacher, Carla, a white cis-gendered woman teaching in a state that has decentralized equity. I describe how she characterizes equity using two lenses (the four discourses and the layers of equity) while exploring changes in her characterization over time.

Author

• Sierra Morandi, Florida State University