Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice‐centered science pedagogy is introduced as a theoretical framework built on the traditions of critical pedagogy and culturally relevant pedagogy to address these inequities as components of larger oppressive systems. This study examines how a justice‐centered advanced chemistry class in an urban neighborhood high school supported students to succeed academically while taking up urgent issues of social and environmental justice identified by their communities. The findings include evidence that curriculum organized around an issue of environmental racism supported academic achievement that exceeded the expectations of a typical high school chemistry course. The findings also document how the curriculum provided opportunities for students to move beyond academic achievement to position themselves as transformative intellectuals. As transformative intellectuals, students demonstrated complex thinking about science and social justice issues, cultivated their commitment to their communities and cultures of origin, and developed credibility as local youth knowledgeable in science. These findings have implications for teachers, teacher educators, and educational researchers who wish to engage with science education as a catalyst for social transformation.

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This article presents the findings of an ethnographic interview study that examined the ways students experienced a justice‐centered AP chemistry course at an urban neighborhood high school. Justice‐centered science pedagogy is an approach to teaching science that treats inequity in science education as one component of larger systems of oppression. The analysis of interview transcripts, which included pattern matching and coding, revealed variation in the ways students' viewed the relevance of the curriculum, the goals of science education, and science itself. These results underscore the importance of researchers and teachers taking seriously students' ideas about the means and ends of their own science education. Three standpoints with respect to science curriculum are proposed to explain the variations in students' perspectives and suggest implications for science educators. These standpoints trouble recent research that examines motivation in high school science classes and add nuance to research that investigates relationships between science learning and social agency by reframing these problems in terms of curriculum and issues of oppression.

In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using