ABSTRACT
This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to “teach the people to know themselves.” The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.