Latinx students embodying justice‐centered science
Agency through imagining via the performing arts
Bibliographic Data
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationship between various structures and children's agency, and frames the transdisciplinarity of imagination. The instrumental case study centered on a fifth‐grade class of Latinx students in an urban public school, as they grappled with lead contamination and peoples' rights to clean water through an embodied, arts‐based pedagogy in their science class. Analysis of video clips, student work, and other artifacts pointed to three findings on how children engaged with justice‐centered science learning via arts‐based embodied activities. Through perspective‐taking in the dramatizing, children engaged with science ideas intertwined with sociopolitical understandings. Through centering emotions that drama afforded, children experienced empathy and solidarity with others affected by environmental injustices. Through imagined and enacted participation in struggles that the embodiments necessitated, children engaged in actions to resist injustices. These findings suggest that exploring children's arts‐based embodied meaning making in science is a robust area of inquiry. Furthermore, the findings compel researchers and practitioners to consider emotions in performing arts, and how they can deepen engagement in, and exploration of, justice‐centered science. Recommendations emerged for practitioners poised to explore justice‐centered science with children through the arts
Aesthetics · Agency (philosophy) · Embodied cognition · Epistemology · Pedagogy · Science education · Social science · Sociology · The arts · Visual arts · Art Education and Development · Early Childhood Education and Development · Educational Environments and Student Outcomes · Psychology
Multimodality
Multimodality, Learning and Communication
Aesthetic Experience in Science Education
Making sense of the complex entanglement between emotion and pedagogy
Designing for Rightful Presence in STEM
Transdisciplinarity in STEM education
Everyday science learning and equity
Justice‐centered science pedagogy
Rethinking diversity in learning science
Engaging in Science
The art of case study research
Embodied physics
The role of aesthetics in learning science in an art-science lesson
What Is the Role of the Body in Science Education? A Conversation Between Traditions
“Estoy Explorando Science”
“Science theatre makes you good at science”
Learning from below
Content Learning and Identity Construction
Contours of Ableism
Reworking Qualitative Data
Note to Educators
Imagination and transformations to sustainable and just futures
Drama’s Ways of Learning
Shifting the Geography of Reason in an Age of Disciplinary Decadence
Thinking about Creativity in Science Education
Raising the temperature’
Science education for environmental awareness
Qualitative Case Study Methodology
Dis/entangling critical disability studies
Imagining a more just world
Toward a Theory of Aesthetic Learning Experiences
Communicating Science through the Performing Arts
And Then There Is This Thing Called the Curriculum
Public Education and the Public Space
The “Crisis of Pity” and the Radicalization of Solidarity
The body bites back
Brief Note on the Origins, Evolution, and Meaning of the Qualitative Research Concept Thick Description
But that's just good teaching! The case for culturally relevant pedagogy
The Past, Present, and Future of an Identity Theory
Student empowerment in an environmental science classroom
Ethical and Representational Issues in Qualitative Secondary Analysis
Agency
Social Justice and the Human-Environment Relationship
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |