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Teacher Research Into Culturally Responsive-Sustaining Science Teaching: Not Going Back to How Things Were Before

Sun, April 24, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Pacific Ballroom 19

Session Type: Structured Poster Session

Abstract

In this session, teacher researchers from a collaborative professional learning group (PLG) present studies into culturally responsive-sustaining science education in their urban, high-needs schools before and during the intertwined pandemics of COVID-19 and racial injustice. Members of a PLG, we use the phrase culturally responsive and sustaining education (CRSE) to represent teaching that values and uses students’ assets as resources (López, 2017); strengthens students’ connections to their cultures (Paris & Alim; 2017); holds high expectations for all students’ academic learning (Ladson-Billings, 1995); and helps students develop a critical stance (Johnston et al, 2017). Viewing classrooms as sites of change (Cochran-Smith & Lytle, 2015), teachers’ inquiries illuminate examples of CRSE in science instruction, with a focus on amplifying students’ voices.

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