Lessons from a professional learning community
Navigating tensions while moving between theory and practice in teaching chemistry for social justice
Datos Bibliográficos
| ID | 21392815 |
|---|---|
| Autores | Kathryn Ribay (0000-0002-7571-9744, Connie L. Lurie College of Education San Jose State University San Jose California USA, autor de correspondencia) |
| Año | 2024 |
| Volumen | 108 |
| Número | 3 |
| Páginas | 734-761 |
| Fecha de publicación | 2024-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21854 |
| OpenAlex | W4391032773 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 45 |
Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever‐spiraling responsibilities of the education system. To better understand how social‐justice‐oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year‐long professional learning community. By analyzing the challenges described in their problem‐posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day‐to‐day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens
Context (archaeology) · Economic Justice · Engineering ethics · Ideology · Pedagogy · Political science · Politics · Sociology · Engineering · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Innovative Teaching Methods · Law
Illuminating political clarity in culturally relevant science instruction
Justice‐centered science pedagogy
Participatory action research and the public sphere
Justice-centered education amid the Covid-19 pandemic
Toward socially just science teaching through professional development
Teaching science to transgress
Principles for Participatory Action Research
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
Teacher preparation for social justice
Literacy
Pedagogy of the Oppressed . Paulo Freire
Practicing Justice, Justifying Practice
Writing Ethnographic Fieldnotes, Second Edition
Conceptualizing social justice in education
Developing a Sociocritical Literacy in the Third Space
Beyond the Methods Fetish
On the Nature of "Context" in Chemical Education
"Making Justice Peripheral by Constructing Practice as "Core
Teaching to Transform
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |