Theorizing ‘Radical Openness’ in Science Education: (Re)centering the Margins for Black Women Science Teachers

• In Event: It’s in My Bones: Advancing the Embodiment of Theory for and by Blackgirls and Women

Abstract

Purpose
When given the space to collaborate and speculate in Sista Circles, Black women science teachers had the time to ruminate on hooks’ (1989) views about the possibilities when choosing the margins together with other Black women. hooks (1989) encouraged us to consider “marginality as much more than a site of deprivation…[but instead] the site of radical possibility, a space of resistance...a central location for the production of a counterhegemonic discourse” (p. 20). The central endeavor that merged embodied theory and marginality for Black women science teachers in this study was an exploratory activity where they co-constructed a science course of study that honors the young science-curious Black girl self inside of them.

Perspectives
In seeking to further resist what Katherine McKittrick (2022) calls “Black narratives of un-belonging” (p. 28), and amidst the lack of Black cultural ways of knowing and doing science in teacher education, I offer the ‘(Re)centering the Margins’ activity as an example of ways to create belonging for Black women (science) teachers and to highlight what is possible while choosing the margins.

Discussion
Based on what they developed, this study focused on what we can understand about how Black women envision a humanizing and affirming way to own, enjoy, and use science for their inner science-curious Black girl self and those in their current classrooms. The ‘(Re)centering the Margins’ Sista Circle Lab activity builds theory towards a Black science epistemological perspective that honors and celebrates community-oriented, justice-focused teaching and learning.

Author

• Alexis Riley, New York University