"My Curriculum Has No Soul!": A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools

Autor/inn/en	Riley, Alexis D.; Mensah, Felicia Moore
Titel	"My Curriculum Has No Soul!": A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools
Quelle	In: Journal of Science Teacher Education, 34 (2023) 1, S.86-103 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riley, Alexis D.) ORCID (Mensah, Felicia Moore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2028710
Schlagwörter	Teaching Experience; African American Teachers; Females; Science Teachers; Charter Schools; Critical Race Theory; Culturally Relevant Education; Curriculum Development; Middle School Teachers; High School Teachers; Urban Schools + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Science; Science teacher; Wissenschaft; Charter school; Charter-Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This qualitative case study examines the experiences of three Black female science teachers who experienced and participated in the triumphs and failings of today's charter school system while teaching Black and Brown students. Using Critical Race Theory and Culturally Relevant Pedagogy as frameworks, the findings of the study revealed that the teachers explained the rationale behind how and why they teach science to Black and Brown students, the actions that define their thinking (both positive and negative), and the personal and professional repercussions for being a Black woman science teacher working at a Charter Management Organization (CMO). Based on these findings, we suggest that science teacher educators encourage teachers to take risks by engaging in socio-political consciousness through curriculum redesign. Disrupting the White status quo requires science teacher educators to practice culturally relevant teaching themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01