The "Equity" Week: Supporting Undergraduate Preservice Elementary Teachers in Understanding Equity and Developing Political Clarity in Science Education

• In Event: Equity in Elementary Science Teaching and Learning

Abstract

Problem. Supporting preservice teachers (PSTs) to develop teaching dispositions towards social justice and implement equitable, culturally sustaining science teaching practices is difficult but necessary work. Teacher educators (TEs) must facilitate learning experiences that allow elementary science teachers to develop politically clear definitions of equity (Authors, 2019, 2021b; Beauboeuf-LaFontant, 1999). This is challenging because PSTs can have multiple, conflicting definitions of equity (Larkin et al., 2016; Mensah, 2019), influencing their uptake of culturally sustaining pedagogies in classrooms with young children. As such, we seek to determine the aspects of the course support developments (away from or towards political clarity) of equity by using a focal student, Audrey (a cis-gender Latina PST).
Design. In this comparative case study (Bartlett & Vavrus, 2018), we examine how TEs (re)designed an elementary science methods course (ESMC) to understand 1) equity discourses within the ESMC and 2) Audrey’s shifting conceptualizations of equity. Data sources include 1) course materials (syllabi, readings, etc.); 2) Audrey’s coursework (discussion posts, lesson plans, videorecorded lesson rehearsal, etc.); and 3) a semi-structured interview. Analyses included descriptive analysis of all data followed by critical discourse analysis (CDA; Fairclough, 2003; van Leeuwen, 1993) of Audrey’s contributions.
Analysis & Findings. Preliminary findings of the (re)designed ESMC suggest: 1) weeks 1, 3, 5 of the ESMC have highest frequencies of equity conversations; 2) equity is mainly used to describe the type of student learning or sensemaking in week 5. Despite a (re)design with attention to developing PSTs’ political clarity, analysis of course materials indicate there is inconsistent, explicit attention to equity and culturally sustaining practices in course materials (syllabi, readings). Our analysis of Audrey’s conceptions of equity is guided by our understanding that PSTs likely have and act upon several definitions of equity at any given moment. Since these ideas are often aligned with Gutiérrez’ (2009) axes of equity (access/achievement vs. power/identity), we used this framework to trace her development. Using a sociocultural perspective focused on how contexts shape learning (Nasir & Hand, 2006), we focus on Audrey’s talk or writing about equity in the context generated (i.e., ESMC). This perspective allows us to explore how an individual’s talk or writing in a specific moment is related to larger discourses circulating the classroom and world. In analyzing Audrey’s development, we found she increased awareness of equity issues in science, especially related to issues of access and achievement. But, she made little progress towards a politically clear understanding of equity and designing and implementing science lessons that are culturally sustaining.
Significance. We contribute to critical perspectives in teacher education illuminating the importance of science teachers’ political clarity to support minoritized learners in urban schools. Our analyses reiterate how the “week on equity” is insufficient in providing PSTs enough time to consider how equity and culturally sustaining practices are a condition of all science classrooms, especially elementary classrooms.

Authors

• Tia C. Madkins, The University of Texas at Austin

• Maximilian Sherard, The University of Texas at Austin

• Katherine Harris

• Sonnur Ozturk, The University of Texas at Austin