Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School

Upadhyay, Bhaskar; Atwood, Erin; Tharu, Baliram

doi:10.1080/1046560x.2020.1869886

Cited by 21 publications

(17 citation statements)

References 61 publications

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“…One of the great challenges in educational improvement studies is that there is not a ‗one size fits all' model, nor Atwood, & Tharu, 2021;Upadhyay, Alberts, et al, 2021). Thus, this study also illuminates the disconnect that is often present in Western researchers' assumptions of technologies in school and in non-profit initiatives from outside the communities they are trying to help (i.e., -one laptop per child‖ (Rana et al, 2018), which Sunrise school was a beneficiary of).…”

Section: Technology and Pd Is Not One Size Fits Allmentioning

confidence: 99%

Section: Emphasis On Relationshipsmentioning

confidence: 99%

“…Sustainable change is possible only through strong and mutually respectful relationships (Schulz & Hall, 2004;Upadhyay, Atwood, & Tharu, 2021). When university-school partnerships or collaboration are built on the grounds of respecting and valuing what each side brings, the relationship engenders positive outcomes (Darling-Hammond, 2006;Upadhyay, Atwood, & Tharu, 2021;Upadhyay, Alberts, et al, 2021;Zeichner, 2010). Some scholars have also found that relationships built on supportive environments for the exchange of new and challenging ideas both strengthen the professional partnership and generate positive and culturally relevant outcomes (Hargreaves & Fullan, 2012;Herbert et al, 2018).…”

Section: Emphasis On Relationshipsmentioning

confidence: 99%

“…Studies have shown that understanding, respecting, and valuing local culture is the foundation for the success of new knowledge and skills(Lalley et al, 2018;Upadhyay, Atwood, & Tharu, 2021).Studies have shown that to bring positive and supportive changes in teachers' dispositions about technology integration in teaching, valuing and imbedding their beliefs and culture in the PD and activities are central to success(Ertmer et al, 2012). Our study agrees with the assertions as a focus on cultural understanding and context of the school supported a positive outcome from the PD on teachers' technology integration and pedagogy.…”

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confidence: 99%

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Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Barksdale

Upadhyay

Vernon

2021

IJTES

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This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.

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Section: Technology and Pd Is Not One Size Fits Allmentioning

confidence: 99%

Section: Emphasis On Relationshipsmentioning

confidence: 99%

Section: Emphasis On Relationshipsmentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Barksdale

Upadhyay

Vernon

2021

IJTES

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“…Conscientization or Critical Consciousness LSP rests on the idea that liberation from any oppressed system or any individual is a process of recognizing the roots of oppression and taking actions to make a change (Freire, 1972). When marginalized people are given opportunities and tools to reflect on their experiences, they can locate, understand, and take action for social change (Freire, 1972;Ladson-Billings, 1995Upadhyay et al, 2020Upadhyay et al, , 2021a. The idea of critical consciousness is based on the underlying assertion that human beings are capable of transforming and understanding their social reality (Watts et al, 2003) by engaging in critical reflections and actions associated with oppression and marginalization.…”

Section: 3mentioning

confidence: 99%

STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students

Upadhyay

Coffino

Alberts

et al. 2021

Asia-Pac. Sci. Educ.

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In this case study, we present opportunities science, technology, engineering, arts, and mathematics (STEAM) education provided to a sixth-grade class. We collected observational and interview data in a language arts and a science class over 1 year. We used the liberation social psychology (LSP) framework to understand students’ discourses and discussions as they drew from science, engineering activities, and language arts ideas. Further, LSP allowed us to explore students’ engagement in critical reflection of social, racial, and other discrimination. The data analysis showed that STEAM education promoted the integration of science ideas, engineering design, social and critical consciousness. We found STEAM education supported discourses of critical reflection, racism, and social discrimination in class. Finally, we argue that STEAM education in Asia-Pacific and Global South countries has to be about critical consciousness, social change, and liberation of underrepresented groups and immigrants for more inclusive, sociopolitically conscious, and democratic STEAM education experiences.

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Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies

Kayumova

Dou

2022

Science Education

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Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit‐based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—“a world where many worlds fit”. This alternative allows us to reconstruct science and science‐related “outcomes,” such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial1 theories of pluriversality and discuss different onto‐epistemologies to be able to grapple with existing social, racial, environmental injustices, and land‐based devastations.

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Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School

Cited by 21 publications

References 61 publications

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students

Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies

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