A K-12 Science Teacher’s Journey in Rural Alaska: A Narrative Inquiry on Teacher-Student-Community Relationships

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Narratives of Identity, Resistance, and Reflective Practice

Abstract

Our narrative inquiry explores the transformative journey of a white outsider science teacher in rural Alaska as he builds authentic relationships with Indigenous students and communities. Through four years of interviews and reflections, the study illuminates how reciprocal, community-centered relationships shaped the teacher’s practice of culturally responsive teaching. Findings highlight how trust-building, openness to local knowledges, and sustained engagement enabled meaningful integration of Indigenous science and values in the classroom. This work contributes practical insights for teachers and education leaders seeking to advance culturally responsive teaching in diverse and rural contexts, emphasizing the importance of relationality and place-based approaches in decolonizing science education and supporting both student and teacher growth.

Authors

• Archer Harrold, University of Michigan

• Safron LeeJana Milne, University of Michigan