Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments

Datos Bibliográficos

ID22048321
AutoresElizabeth Idowu Ayano (University of Georgia), Elizabeth Ayano (0000-0003-1931-0837, University of Georgia), Jennifer M Bateman (0009-0001-3796-620X, University of Georgia), Leigh Kohlmann (0009-0007-3757-3039, Waupun Area School District, Oakfield, WI 53963, USA), Emily Adah Miller (0000-0003-3473-5729, University of Georgia, autor de correspondencia)
Año2025
Volumen15
Número5
Páginas625
Fecha de publicación2025-05-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15050625
OpenAlexW4410539391
IdiomaEN
Citas recibidas1
Referencias citadas48

Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using a framework rooted in cultural and historical responsive practices. The data for this study were collected from 14 online discussion sessions where three experienced science teachers engaged in adapting existing lessons, reflecting on their practice toward developing their own understandings of social justice. Through qualitative analysis of the teachers’ reflections, this study investigates how teachers think together about incorporating and nurturing students’ identities and criticality perspectives. The findings show themes related to challenges teachers faced, including parents’ concerns about addressing social justice topics in science class. Teachers also struggled with navigating discussions about identity, particularly when their race differed from that of their students. The teachers also reflected on aspects that promoted the work, such as students’ positive responses, and the deepening of their relationships with students. The teachers’ adaptations centered on students’ identities and the critical examination of societal issues, which were seen as accessible avenues for deepening scientific understanding and promoting engagement. Implications for teachers include using a reflective discussion approach for supporting curricular adaptations. There is a need for professional learning frameworks that empower teachers as agentive, intellectual actors to align science education with social justice principles. This will foster more inclusive and transformative learning experiences for diverse student populations

Criminology · Criticality · Economic Justice · Mathematics education · Pedagogy · Political science · Social justice · Sociology · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Psychology · Social Psychology · Teacher Education and Leadership Studies