Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding

Abstract

This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers.

Learning to teach science in contemporary and equitable ways: The successes and struggles of first‐year science teachers

“…As another piece of our conceptual frame, we examined curricular and instructional models designed to make science more attractive and inviting to all students, particularly to women and members of underrepresented ethnic groups (Aikenhead & Jegede, 1999;Banks, 1999;Barton, 1998;Gaskell & Hildebrand, 1996;Mayberry, 1998;Middlecamp & Subramaniam, 1999;Nieto, 1996;Norman, 1998;O'Loughlin, 1992;Rodriguez, 1998;Rosser, 1991Rosser, , 1995Rosser, , 1997Sleeter & Grant, 1999;Southerland & Gess-Newsome, 1999). One important point underscored in these models is the need to address both what science is and how it is taught (Barton, 1998;Mayberry, 1998;Middlecamp & Subramaniam, 1999).…”

“…Third, several advocates of gender equitable and multicultural science education draw from theories of teaching and learning as socially and culturally situated to craft recommendations for how science should be taught (Aikenhead & Jegede, 1999;O'Loughlin, 1992;Rodriguez, 1998;Southerland & Gess-Newsome, 1999). Again, views of teaching and learning as social and situated activity resonate with our description of the nature of science presented earlier.…”

“…To break down barriers to learning, O'Loughlin (1992) suggested that teachers attempt both to understand their students' own languages, and to introduce them to the powerful discourses of conventional disciplines like science. Similarly, Rodriguez (1998) called for using language to "de/construct the structures of power from which established cultural, historical, and institutional contexts spring" and to "provide spaces where existing contexts can be collaboratively transformed to meet social justice goals" (p. 599). To help students gain self-awareness and enact transformation of contexts, Rodriguez recommended that teachers employ a sociotransformative constructivist approach-that they engage students in dialogic conversations, authentic activities, metacognition, and reflexivity.…”

“…As with our participants, we thought it important to situate ourselves within the research process (Barton, 1998;Bloor, 1976;Kelly, Chen, & Crawford, 1998;Rodriguez, 1998;Woolgar, 1988). The first author, Julie Bianchini, is a European American woman who regularly teaches the nature of science course in the preservice teacher education program.…”

“…Teachers, other reformers underscore, also need to integrate equitable instructional strategies into their educational practices. They must provide opportunities for all students, particularly female students and students from underrepresented ethnic groups, to examine the contributions of diverse peoples to the scientific enterprise; explore connections across science, society, and everyday life; and learn to use science toward empancipatory and social justice ends (Aikenhead & Jegede, 1999;Atwater, 1996Atwater, , 2000Barton, 1998Barton, , 2000Hodson, 1999;Rodriguez, 1998;Stanley & Brickhouse, 1994, 2001. We recommend that science teacher educators and beginning science teachers examine contemporary descriptions of the nature of science and equitable instructional practices in relation to one another-that they fashion a science education for all from both of these calls for reform.…”