A Conversation Around Challenging the Exclusionary Forces at Work in Mathematics and Science Classrooms

Session Type: Symposium

Abstract

Examining students’ science and mathematics experiences, it is clear how dominant ideologies work through the culture of exclusion—a “restrictive and hierarchical” (Louie, 2017, p. 489) culture, positioning a specific subset of students as capable and knowledge as legitimate (Bang et al., 2013). Across four papers, we consider different practices and intentions of preservice and inservice teachers in the way they unintentionally uphold or intentionally disrupt this culture. These papers, when put in conversation, allow us to see the beginnings of more just math and science classrooms and begin the conversation of what it could look like to liberate math and science from the culture of exclusion.

Sub Unit

• SIG-Socio-Political Issues in Mathematics and Science Education

Chair

• Jessica Watkins, Vanderbilt University

Papers

• The Culture of Exclusion in Teaching Practices for Inclusion in Mathematics Education - Wan-Yue Zhan, National Taiwan Normal University

• Exploring the Intentions Behind Contradictions in Prospective Teachers' Imagined Enactment of Humanizing Pedagogies - Sheila Orr, University of Tennessee

• Complicating and Countering Exclusion in Science Learning - Natalie A. De Lucca, Vanderbilt University; Jessica Watkins, Vanderbilt University

• Science Teachers’ Noticing of Students During Facilitated Equity Debriefs - Linsey Paige Brennan, Michigan State University

Discussant

• Nicole Louie, University of Wisconsin - Madison