Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education
Bibliographic Data
| ID | 21392624 |
|---|---|
| Authors | Tia C Madkins (0000-0002-2555-9025, Department of Curriculum and Instruction The University of Texas at Austin Austin Texas USA, corresponding author), Christina Restrepo Nazar (0000-0001-7007-8215, Division of Curriculum and Instruction California State University, Los Angeles Los Angeles California USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1118-1134 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21757 |
| PMID | 38283850 |
| OpenAlex | W4285589938 |
| Language | EN |
| Citations received | 13 |
| References cited | 85 |
For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of transforming science education for minoritized learners, we advocate for preparing teachers who understand what it means to engage in antiracist, justice‐oriented science teaching. In this article, we share our framework for supporting preservice teachers in understanding, developing, and implementing antiracist teaching dispositions and instructional practices. In alignment with other researchers in teacher education who emphasize the importance of anchoring teacher education practice and research in prominent educational theory, we highlight the theories undergirding our approach to antiracist science teaching. We offer considerations for how researchers and science teacher educators can use this framework to transform science teacher education
Ideology · Mathematics education · Pedagogy · Political science · Politics · Racism · Science education · Sociology · Teacher education · Teaching method · Work (physics) · Critical Race Theory in Education · Gender Studies · Innovative Teaching Methods · Psychology · Science Education and Pedagogy
Learning to Engage Multilingual Learners in Opportunities for Rich Language
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
White Supremacy, Scientific Racism, and Extractivism
“Unleashing the Potential Within”
Incorporating investigations of environmental racism into middle school science
Joining the campaign to center justice‐oriented theory and practice in science education
Fostering expansive and connective sensemaking with preservice secondary science teachers
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher
Qualitative Research Beyond the Insider-Outsider Divide
STEM Education With a Focus on Equity and Justice
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Positionality as a Data Point in Race Research
Dismantling Contemporary Deficit Thinking
Their Highest Potential
A Movement against and beyond Boundaries
Exploring Sociocultural Perspectives on Race, Culture, and Learning
Participatory Design Research and Educational Justice
What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert
Redefining teaching, re‐imagining teacher education
Illuminating political clarity in culturally relevant science instruction
What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research
BlackGirlMagic
In Search of Our Mothers’ Gardens
Whiteness as Property in Science Teacher Education
Developing interpretive power in science teaching
A Humanizing Pedagogy
Justice‐centered science pedagogy
Rethinking diversity in learning science
Stamped from the Beginning
The Cambridge Handbook of the Learning Sciences
Towards Equitable, Social Justice Criticality
Preservice science teachers' sociopolitical consciousness
Going beyond # RetireELL
Retiring the term English language learners
School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness
Racial Storylines and Implications for Learning
Toward What Ends
Social Practice Theory and the Historical Production of Persons
Segregation by Experience
Race Decoded
White Rage
Disrupting Anti-Blackness with Young Learners in STEM
The dispositions for culturally responsive pedagogy scale
Focusing new teachers on diversity and equity
Advancing Critical and Culturally Relevant Experiential Learning
Justice-Oriented Teaching Dispositions in Urban Education
From Racial Liberalism to Racial Literacy
Beyond Equity as Inclusion
Cultural Ways of Learning
Rethinking Learning
Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property
Finding Voice and Passion
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
I’m a Teacher, I’m Gonna Always Protect You”
Matters of participation
Teacher beliefs and cultural models
But that's just good teaching! The case for culturally relevant pedagogy
Race, Culture, and Researcher Positionality
Cultural processes in science education
Beyond the Methods Fetish
Desettling Expectations in Science Education
Science and Struggle
Peer Support and STEM Success for One African American Female Engineer
Dispositions in Teacher Education
Teaching to Transform
Toward Shared Commitments for Teacher Education
Barbara Sizemore and the Politics of Black Educational Achievement and Community Control, 1963-1975
| Unique citing works | 13 |
|---|---|
| Citations per year | 3,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |