Exploration of Teacher Beliefs in Enacting Social Justice Pedagogy in Seventh-Grade Science

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Equity Going Beyond Inclusion in Science Education

Abstract

Traditional approaches to science teaching embrace epistemologies that marginalize or block access to science learning for students of color. These approaches prevent multiple perspectives and voices necessary to drive paradigmatic shifts toward action against social injustices embedded within socioscientific issues. To achieve these shifts and empower students of color, teachers must enact social justice pedagogies in science classrooms based on their beliefs about social justice and science teaching and learning. This study addresses the social justice and reform-minded science teaching and learning beliefs of a science teacher with discursive claims of using social justice pedagogy. Results demonstrate that beliefs about personal connections, context, and collective responsibility are factors that support the enactment of beliefs when engaged in social justice pedagogy.

Authors

• Fredrica Nash, RTI International

• Jonathon Grooms, The George Washington University