Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development

Abstract

Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n ¼ 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a dynamic emerged where three teachers exalted WMS, while the fourth grappled with how cultural heterogeneity has or could matter to her science teaching. Drawing on the constructs of racial-ideological micro-contestation and racial microaggressions, this analysis illustrates three important dimensions to the design of professional learning for STEM teachers that center race: (1) how discipline-specific discussions can uniquely surface the latent racial and ideological meanings teachers associate with STEM; (2) the centrality of teachers' storied knowledge in grappling with heterogeneity; and (3) the interplay of micro-contestation and microaggressions in understanding and anticipating the experiences of minoritized teachers when debating issues of race, disciplinarity, and teaching. Mathematics and science are heterogenous cultural practices learned in and out of school (Bricker & Bell, 2014; Nasir & Hand, 2008). In schools, the standards and policies of math/science learning reflect a normative canon of knowledge, values, and practices shaped by colonial and settler colonial histories (Martin, 2013; Medin & Bang, 2014; Mutegi, 2011). From this perspective, learning becomes a process of enculturation where, in Western Modern Science (WMS) for example, empiricism, objectivity, and rationale seem the only legitimate ways of knowing and being (Sorrel, 2013). The harms of this ideological fundamentalism are numerous: it obscures cultural heterogeneity in math and science, degrades learning into a form of racial ideological combat, disavows the epistemic authority of racially minoritized families, and deems strange practices that seem unlike WMS. As Mutegi (2011) explains in the education of African American youth, "to accept [WMS] … as part of their own intellectual culture, is to indoctrinate them with the very ideas that support their colonization" (p. 305). Of significance to this analysis, the

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