Beginning school–university partnerships for transformative social change in science education
Narratives from the field
Bibliographic Data
| ID | 21392919 |
|---|---|
| Authors | Hosun Kang (0000-0001-5327-4281, School of Education University of California, Irvine Irvine USA, corresponding author), María González‐howard (0000-0003-3575-3937, Department of Curriculum and Instruction The University of Texas at Austin Austin, TX USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1178-1197 |
| 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.21723 |
| OpenAlex | W4224122917 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools. In this article, we use three key dimensions of participatory design research (namely, critical historicity, power, and relationality) as analytical lenses through which to reflect upon school–university partnerships that we are in the beginning stages of forming. Through this methodology, we shed light on: (a) the historical genealogies of equity‐oriented work and (b) the tensions that we encountered as we strived for beginning partnerships with K‐12 schools. These narratives unveil the dynamic and contentious nature of forming school–university partnerships that always occurs within a sociopolitical landscape impacted by intersecting and powered identity markers, including those around race, gender, language, culture, and status. We provide specific recommendations for supporting education researchers who aspire to transform the learning of sciences at schools through a collaborative and sustainable partnership. These recommendations include ideas around how to collectively generate goals with schools centered on transformative science learning; attention to the role of language and race in shaping partnership role‐remediation; and creating infrastructure for developing school–university partnerships toward transformative social changes, including financial, human and relational resources, as well as new forms of recognition systems
Citizen journalism · General partnership · Narrative · Participatory action research · Pedagogy · Political science · Public relations · Science education · Sociology · Transformative learning · Educational Assessment and Improvement · Teacher Education and Leadership Studies · Youth Development and Social Support
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Talking through the “messy middle” of partnerships in science education
Justice‐centered community–university partnering
Science education with multilingual learners
Embedding Racialized Selves into the Creation of Research-Practice Partnerships
Revolutionizing Education
Desiring a career in STEM‐related fields
Design Experiments
Multiple Ways of Knowing
Participatory Design Research and Educational Justice
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
Design Research
Rethinking Race and Power in Design-Based Research
Formative Interventions for Expansive Learning and Transformative Agency
Social Design Experiments
Retiring the term English language learners
From design experiments to formative interventions
Community-Based Design Research
Validity and generalization in future case study evaluations
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
Research–Practice Partnerships in Education
Beyond Equity as Inclusion
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Crafting a Future in Science
Advancing scientific knowledge through participatory action research
Power and positionality
Desettling Expectations in Science Education
Preservice Teachers' Learning to Plan Intellectually Challenging Tasks
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |