Integrating Racial Justice in Science Teacher Education: Preparing Teacher Candidates for Science Teaching

• In Event: Science Education Research, Remedy, and Repair: Addressing Identity, Language, and Racism Across Science Education

Abstract

Objectives
This paper addresses how teacher candidates are currently being prepared to teach science subjects, emphasizing racial justice. It seeks to identify current practices, policies, curricula, pedagogy, and other effective strategies for integrating racial justice into science teacher education programs through the theoretical lens of Critical Race Theory (CRT) and equity in science education. Building on the 2025 AERA call to focus on challenges we face in a multiracial democracy, the author offers recommendations for teacher education programs to consider when implementing racial justice in science teacher programs.

Theoretical Framework
Adams (2020) emphasizes that teacher identity, learning to teach, and the complexities of science teaching and learning environments are imperative to advance equity in science education. Thus, emphasizing teacher identity and learning environments is central in examining teacher preparation programs and their approaches to science education and diversity. Critical Race Theory (CRT) debunks the myth of equal opportunity and experiences in education. It centers that racism is normal and not an anomaly of our society, a reality that exists every day (Ladson-Billings & Tate, 1995). Collectively, these two frameworks inform the paper’s analysis of teacher preparation programs.

Methodology & Data Sources
The author used critical discourse analysis (Rogers, 2004) to examine curriculum documents, syllabi, and policy guidelines from five teacher education programs to identify how racial justice is addressed across various faculties of education located in Ontario, Canada. Given the context of anti-Black racism and anti-Indigenous racism in Canada (Cole, 2020; Walcott, 2021), the documents are examined for material that includes Black, Indigenous, and other students of color and concepts of white supremacy, equity, diversity, and inclusion. Document analysis involved coding and categorizing content related to racial justice and science education into themes (Braun & Clark, 2006).

Findings & Scholarly Significance
Emerging themes across curriculum, policy, and course syllabi include “racial tolerance” and “celebration.” Teacher education programs do not frequently address systemic racism within education. By promoting tolerance and cultural understanding, they often sidestep the deeper, uncomfortable conversations about how racism permeates educational structures and practices. Teacher education programs continue to face challenges and barriers to addressing race, racism, and teacher identity. This is a barrier to advancing true equity and justice in science education. Actual progress toward inclusive education requires confronting the historical and ongoing impacts of racism, critical dialogue, and implementing anti-racist pedagogies (Kishimoto, 2018). Without this critical lens, teacher education risks perpetuating inequities rather than dismantling or repairing them.

This research will provide valuable insights into the preparation of teacher candidates to teach science, emphasizing racial justice and addressing a critical gap in teacher education. By identifying effective strategies and highlighting challenges, the study will inform the development of more inclusive and equitable science education practices, ultimately creating a more just and equitable educational system.

Author

• Nadia Qureshi, University of Toronto - OISE