Diffracting the Notion of Race in an Elementary Science Methods Course (Poster 6)

• In Event: Justice-Centered Pedagogy: Context-Specific Adjustments and Cross-Cutting Constants

Abstract

Purpose
The purpose of this proposal is to diffract the notion of race as accounts of “working differences” (Ellsworth & Miller, 1996, p. 179) during an elementary science methods course. We empirically illustrate how using a posthuman concept of diffraction (Barad, 2007) becomes a tool to allow science teachers to foster multiple and fluid concepts of racial identities and re-imagine a more equitable, inclusive and justice-oriented pedagogy.
Perspectives
We draw on the work of Barad’s (2007) concepts of diffraction to radically re-configure the notion of race. We use Ellsworth & Miller’s (1996) concept of “working differences” to operationalize race as “situated working of multiple and fluid identities” (p.181). “Working differences” refers to the “possibility of engaging with and responding to the fluidity and malleability of [racial] identities and differences” (Ellsworth & Miller, 1996, p. 181). As part of an NSF IUSE grant, we designed the elementary science methods course to consider students’ racial identity or positions and go beyond taking note of similarities or differences. In doing so, we worked differences as a process for “revealing, interrupting, and reconstructing meanings and power relations” that would otherwise have been fixed (Ellsworth & Miller, 1996, p. 181).
Modes of Inquiry
We employed a rhizomatic mode of inquiry that assumed the subject as irreducible, multiple, and continually re-assembled through social-discursive-material relational entanglements with other entities (Author et al., 2023). We read, juxtaposed, and slip-slid against the text of the artifacts of preservice teachers’ work. We desired to work identities and differences with our students by connecting with “the living of a life to the processes of theorizing and analyzing ‘difference,’ to the processes of ‘reconfiguring what will count as the world’ (Butler, 1993, as cited in Author & Author, 1996, p. 193).
Materials
The authors used the artifacts of preservice teachers’ work including reflections, lesson plans, assignments, and video recordings, produced during an elementary methods course.
Warrants for Arguments
The purpose of this work was to re-configure race as accounts of working differences during an elementary methods course. Our work attempts to materialize “a ‘new we’ that is dedicated upon the alchemical abilities of our personalities to undo old formalisms and refuse a merely inclusive new expansionism (Baker, 1991, as cited in Ellsworth & Miller, 1996, p. 193). Diffraction is a way to re-turn what we would do with the different way of becoming (Haraway, 1994). What’s really important and practical for us to remember is that diffraction pays attention to the relational nature of differences. By attending to and re-turning our gaze, feelings, awareness, and inquiries towards what previously was unnoticed, diffraction can be operationalized as illuminating or noticing differences as they emerge (Simpson & Revsbæk, 2022). Going beyond appreciating or accepting differences has political urgency if we are to reconsider relations among subjectivity, power, and differences.
Significance
The idea of radically diffracting race is not new. To instigate meaningful change in this world, we need to re-think race and how it does work in the classroom to promote a more equitable and just world.

Authors

• Sophia Jeong, The Ohio State University

• Ashlyn Pierson, The Ohio State University

• D. Teo Keifert, University of North Texas

• Andrea W. Henrie, Vanderbilt University

• Heather J. Johnson, Vanderbilt University

• Bethany Daniel, Vanderbilt University

• Sarah Jaewon Lee, University of Washington