Spatial (In)Justice and Imagined Pedagogical Futures: A Research Case of Physics

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Making Sense of Schooling: Interrogating Inquiry at the Nexus of Disciplinary Knowledge (Table 4)

Abstract

Despite efforts to promote diversity and inclusion, physics education research continues to conceptualize equitable physics learning environments as a function of individual student efficacy, support, guidance, and participation (Maries & Singh, 2024). Even as research into diversity in physics education research continues to focus on individual student performance, scholarship on power and relationships is naming how cognitive approaches offer limited explanations for inequities in learning outcomes (Esmonde, 2017). Our objective is to name how conceptualizing physics equity through individual cognitive frameworks is not fundamentally relational (Esmonde, 2017), which limits our focus to the student experience, and takes our focus away from the educational renewal necessary to reimagine physics teaching and learning.

Authors

• W. Tali Hairston, Equitable Development LLC

• Amy Robertson, Seattle Pacific University

• Veronica Velez, Western Washington University

• Lauren Catherine Bauman, Western Washington University

• Tra Huynh, Western Washington University