Understanding the Work of Justice-Oriented Science Teaching From the Perspectives of Black Preservice Teachers

• In Event: Centering Justice and Black Education

Abstract

This paper explores the work of justice-oriented science teaching from the perspectives of Black elementary pre-service teachers (PSTs), examining how they construct justice-oriented science teaching while learning to teach. Scholars argue that preparing PSTs as science justice educators requires a shift from equity-oriented to justice-oriented approaches, emphasizing systemic transformation over individual deficiencies. This study, drawing on the framework of Morales-Doyle et al. (2021) and Picower's (2012) notion of teacher activism, employs surveys and semi-structured interviews with 22 Black PSTs. The findings illustrate various approaches emphasizing teaching as access or dissent, with significant implications for teaching practices. The study highlights the need for integrated approaches connecting classroom practices with broader social and political activism to challenge systemic inequities.

Author

• Desiree Fleure Sylvestre, University of Toronto