Infrastructuring Teacher Learning about Equitable Science Instruction

Figures & data

Figure 1. Examples of four different PreK-12 practice briefs (page 2 shown only for the first example).

Table 1. Proposed equity and justice projects for PreK-12 science education.

Engage in Culture-based Pedagogies: support expansive learning pathways for learners through culturally responsive, sustaining, and resurgent pedagogies

Support Diverse Sense-Making: build educator capacity and educational resources to leverage the diverse intellectual resources learners bring to educational environments (Rosebery, Warren, & Tucker-Raymond, 2015)

Disrupt Ableism: promote a cultural model of ability by leveraging and extending beyond universal design

Promote Place-based Learning & Ecological Caring: support science learning in outdoor settings and help people learn to engage in ecological caring practices in support of socio-ecological thriving and multi-species justice

Center Racial Justice: build capacity for counter-racist pedagogies; promote critical consciousness and responses around systemic racism (Mensah & Jackson, 2018)

Arrange for Cross-age, Family & Community Science Learning: dismantle the age segregation associated with settler-colonial schooling and normalize a focus on cross-age and cross-generational learning communities, leverage families as co-designers of education, make science education accountable to community goals

Design Course Sequences Using a Range of Meaningful Phenomena: design instruction where learners routinely investigate and act upon natural phenomena that have social gravity for them, their community, and society—including justice-centered phenomena (Morales‐Doyle, 2017)

Rosebery, A., Warren, B., & Tucker-Raymond, E. (2015). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10), 1571–1600. doi:10.1002/tea.21267

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Mensah, F. M., & Jackson, I. (2018, January). Whiteness as property in science teacher education. Teachers College Record, 120, 1–38.

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Morales‐Doyle, D. (2017). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101(6), 1034–1060. doi:10.1002/sce.2017.101.issue-6

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