Teachers Rethinking Racial Justice Issues Through Co-Designing Science Curricula

• In Event: Equity and Representation in Science Education

Abstract

Science learning environments have been shaped by Eurocentric ideologies that center science as a set of culturally neutral and color-blind systems (McGee, 2020) which science teachers are often reluctant to acknowledge (MoralesDoyle, 2021). However, current reforms in the US are asking science teachers to teach in more justice-oriented ways of thinking. This requires shifts in teachers’ approaches, which can be challenging for them to accomplish on their own (NRC, 2012). This study investigates how three teachers discuss issues of racial and social justice as they work to co-design science curricula alongside researchers. I find that within these environments teachers can shift their understanding and approaches to designing curriculum to be more justice-centered.

Author

• Katarzyna Pomian Bogdanov, Florida State University