Moving Forward: Taking Action for the Future through Culturally Responsive Science Teaching

• In Event: Culturally & Linguistically Responsive Science Teaching

Abstract

Expanding research on culturally responsive education (CRE) (Dixson & Ladson-Billings, 2017), we argue that CRE is foundational for futuring in science education. This qualitative case study explores how one teacher enacts CRE in an urban high-need high school science classroom. Grounded in research, four CRE tenets guide our analysis: teaching that 1) holds high expectations for all students’ learning, 2) values and uses students’ assets as resources, 3) connects to students’ cultures, and 4) adopts and supports students in developing a critical stance. Study findings from two units portray links between CRE and social justice, with science teaching and content drawing direct connections to real-world issues affecting students’ lives and accompanied by empowerment and taking actions to improve the future.

Authors

• Jamie Wallace, American Museum of Natural History

• Elaine Howes, American Museum of Natural History

• Steven Riccio, American Museum of Natural History

• Aline Gjelaj, St. Bernard's School

• Melanie Hopkins, American Museum of Natural History