Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
Bibliographic Data
| ID | 21392830 |
|---|---|
| Authors | Terrance Burgess (0000-0001-5846-7381, Department of Teacher Education Michigan State University College of Education East Lansing Michigan USA, corresponding author), A Patterson (0000-0002-9096-6073, School of Education University of California Davis California USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1071-1083 |
| 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.21721 |
| OpenAlex | W4224239057 |
| Language | EN |
| Citations received | 16 |
| References cited | 41 |
In this paper, we outline how science teachers might engage in the work of creating educational equity. While acknowledging the historical inherent inequities associated with issues of access, opportunities to engage in science learning for individuals of marginalized identities (e.g., BIPOC individuals and women), and achievement, we broaden this definition to include social justice as a framework by which we can develop opportunities for the fostering of students' affinity identities with science. To this end, we draw on theorizations of equity within educational research, specifically discussed as excellence, equality, fairness, a zero‐sum game, and most recently, social justice. Additionally, we utilize McKinney de Royston and Nasir's (2017) Racialized Learning Ecologies framework. This framework provides a useful lens to notice the layers of (in)equity within education. We then extend this ecological model into science education and present three lenses (i.e., layers) through which equity operates within science teaching and learning. We conclude with a discussion of the practical implications of doing the work of equity, that is, recognizing, interpreting, and redressing inequity in science classrooms. Ultimately, we provide an actionable definition of equity that has the potential to facilitate transformative and socially just science teaching and learning
Engineering ethics · Equity (law) · Excellence · Mathematics education · Next Generation Science Standards · Notice · Pedagogy · Political science · Public relations · Science education · Social justice · Social science · Sociology · Transformative learning · Career Development and Diversity · Critical and Liberation Pedagogy · Engineering · Global Educational Policies and Reforms · Law · Psychology
Exploring HyFlex learning modality through adaption-innovation theory for student learning equity
Merging Science Education and Public Health Perspectives in Curriculum Development and Implementation to Support Relevant Science Instruction
Ideological sensemaking in an elementary science professional development community
Culturally sustaining approaches to STEM classroom assessment
Understanding the Relational Dimensions of Classroom Modeling Conversations
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices
Justice‐centered community–university partnering
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level
Joining the campaign to center justice‐oriented theory and practice in science education
Designing to support equity-as-transformation perspectives for multilingual science learners
Designing equitable media literacy interventions for critical youth agency
What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom
Getting along” and “using evidence”
Research trends in science education from 2018 to 2022
A Sequence of Sensemaking in a High School Chemistry Classroom
Discursive identity
Illuminating political clarity in culturally relevant science instruction
Justice‐centered science pedagogy
Transformative Learning
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Preservice science teachers' sociopolitical consciousness
Toward socially just science teaching through professional development
Content Learning and Identity Construction
Demarginalizing the Intersection of Race and Sex
Demarginalizing the Intersection of Race and Sex
Race and Epistemologies of Ignorance
Maat and Order in African Cosmology
Erasing Differences for the Sake of Inclusion
Representing Racial Identity
Contexts of child rearing
Understanding the science experiences of successful women of color
Teaching to Transform
| Unique citing works | 16 |
|---|---|
| Citations per year | 4 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |