Introduction: Culture, Equity, and Social Justice for Science Teacher Educators

Butler, Malcolm B.; Atwater, Mary M.; Russell, Melody L.

doi:10.1007/978-94-007-7651-7_1

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Calls to teach STEM in a more integrated way are based on research that suggests this approach will lead to less compartmentalized understandings of the applicability of science and technology in daily lives (Breiner et al, 2012; Zollman, 2012). This perspective is also embedded in the Next Generation Science Standards (NGSS), which call on K-12 teachers to draw explicit connections to other areas of learning—specifically, the English Language Arts and Mathematics content objectives outlined in the Common Core State Standards (Butler et al, 2013). Despite the call for integration and more interdisciplinary engagement, however, the NGSS fall short in promoting reflexive, socially transformative teaching or increasing the diversity of voice and representation in curricular materials (Rodriguez, 2015).…”

Section: Theory Versus Practice Dichotomies In Pre-service Stem Teach...mentioning

confidence: 99%

“…Small advances made toward equity and justice in U.S. public education are threatened by the current neoliberal sociopolitical climate, and without clear articulation of these goals in STEM teacher preparation programs, even well-intentioned new educators will dilute or contradict the meanings of social justice in their work (Rodriguez & Morrison, 2019). Preparing new teachers to serve as social justice advocates and to deliver rigorous STEM content involves developing deep theoretical knowledge as well as practical experience navigating the challenges posed by such work (Butler et al, 2013). This process involves confronting white supremacy, imperialism, and heteropatriarchy, especially in acknowledging the ways Black contributions to math and science education in the U.S. are often erased and of the role of schooling in the historical erasure and contemporary marginalization of Indigenous peoples and epistemologies (Bang & Medin, 2010; Joseph et al, 2019; Kumashiro, 2018; McGee, 2016; Ridgeway, 2019).…”

Section: Theory Versus Practice Dichotomies In Pre-service Stem Teach...mentioning

confidence: 99%

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Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

et al. 2020

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This study examined how the concept of social justice was operationalized in the university coursework of students enrolled in an urban teacher residency program that aims to diversify the teaching corps and prepare secondary STEM teachers for urban classroom environments. Based on analysis of 39 syllabi and interviews with nine faculty members, we found that challenges in embedding social justice theory with STEM content knowledge were attributable to the lack of a shared definition among program faculty, and external pressures imposed by state teacher credentialing requirements. We conclude with recommendations for practice by suggesting ways that rigorous STEM content knowledge can be combined with locally and historically contextualized social critique and tools for change in order to support teachers in enacting justice-oriented practice in communities.

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Section: Theory Versus Practice Dichotomies In Pre-service Stem Teach...mentioning

confidence: 99%

Section: Theory Versus Practice Dichotomies In Pre-service Stem Teach...mentioning

confidence: 99%

Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

et al. 2020

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“…As in general education literature, SJ in science education literature is conceptualized in different ways and scholars have emphasized different aspects of it. For example, Butler et al (2014), in the introduction to the volume Multicultural Science Education: Preparing Teachers for Equity and Social Justice, state that "[c]hallenging the status quo in how science has been traditionally taught is the first step in changing the outcomes of 'who does science'" (p. 3). This can serve as an example of how science education can contribute in the processes towards SJ by opening up science for more student groups than has traditionally been the case.…”

Section: Social Justice (Sj)mentioning

confidence: 99%

Nature of Science for Social Justice: Why, What and How?

Hansson

Yacoubian

2020

Science: Philosophy, History and Education

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Abstract“Nature of Science” (NOS) and “Social Justice” (SJ) are vivid areas in contemporary science education research. There are different conceptualizations of NOS and SJ, giving rise to divergent research agendas. NOS and SJ research areas have mostly been separate tracks, with only a few contributions across each other. The aim of this volume is to bring NOS and SJ research closer together, explore possibilities that might arise, and start a dialogue on the characteristics of NOS for SJ. In this chapter, we prioritize SJ as an overall aim of science education and shed light on how NOS teaching can contribute to that aim. We argue for the importance of three questions: Why should a school science aiming for SJ address NOS? What NOS-related content, skills and attitudes form the basis when aiming for SJ? How can school science address NOS for SJ? The goal of the dialogue around these three broad questions is to develop a research base for NOS teaching aimed towards SJ. In this chapter, we initiate this dialogue, which is then continued in the chapters that follow. We also provide an overview of the volume and identify some of the main arguments that the authors make as they embark upon this dialogue.

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“…• Alteração de práticas culturais relacionadas com a capacitação social e económica e que afetam globalmente o sucesso educacional (Butler, Atwater & Russell, 2014;Lee & Luykx, 2007;Lee, 2005;Oakes, 1990).…”

Section: Diversidade No Ensino Superior Em Ctemunclassified

Desenvolvendo uma teoria repertório - colaboração, raça e género tal como aplicada à política em CTEM

Parker

Bozeman

2016

RLEC

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Este artigo apresenta a teoria “repertório colaboração, raça e género” (adiante designada como RCRG) problematizando como a tomada de consciência sobre a importância da raça e do género influencia os comportamentos de colaboração e a escolha dos membros das equipas em ciência, tecnologia, engenharia e matemática (CTEM). Estamos particularmente interessados na aplicação do RCRG no contexto do ensino superior em CTEM, espaço tradicionalmente entendido como lugar privilegiado para iniciativas relacionadas com a diversidade. Utilizando omodelo de capital científico, técnico e humano (CCTH) como ponto de partida, elaborámosa teoria do RCRG, tendo em conta três variáveis essenciais: as normas de colaboração entrecientistas; a dinâmica de intercâmbio social e o desenvolvimento e utilização de sensibilizaçãorelativa a raça e a género. Apesar da existência de muitas teorias que explicam o papel da raça edo género na obtenção de resultados educacionais, profissionais e sociais, poucas têm em contaos aspetos únicos da cultura e das instituições de CTEM, particularmente no que respeita aosmodos de produzir ciência com base na colaboração e no trabalho em equipa - dois elementoscruciais para a produção de conhecimento em CTEM. Afirmamos que uma teoria específica quetenha em consideração o contexto das CTEM pode desencadear mais esforços estratégicos paraalcançar uma diversidade mais significativa, promover a produtividade em CTEM e potenciar ovalor público da ciência.

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Introduction: Culture, Equity, and Social Justice for Science Teacher Educators

Cited by 4 publications

References 2 publications

Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

Nature of Science for Social Justice: Why, What and How?

Desenvolvendo uma teoria repertório - colaboração, raça e género tal como aplicada à política em CTEM

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