A Phenomenological Analysis of Science Teacher Sensemaking around Culturally Responsive-Sustaining Curriculum

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT039 (Thursday)

Abstract

Many science teachers understand CR-SE as leveraging student experiences to connect to content and tend to look for phenomena that are likely familiar to urban lifestyles, or topics that appeal to student surface culture as “hooks” for engagement but fall short of taking critical dives into themes of a sociopolitical nature. It is not enough to simply plop down what is familiar into the curriculum. Culturally relevant curriculum must have purpose, and honor students’ cultural knowledge & legacies. Even after taking professional development courses, many teachers struggle with the true meaning of culturally relevant teaching. This study seeks to understand how secondary science teachers make sense of culturally responsive-sustaining education with the goal of transforming their curriculum.

Author

• Candyce Johnson, Teachers College, Columbia University