Utilizing Theory to Elucidate the Work of Creating Equity for Transformation within the Science Classroom

Autor/inn/en	Burgess, Terrance; Patterson Williams, Alexis
Titel	Utilizing Theory to Elucidate the Work of Creating Equity for Transformation within the Science Classroom
Quelle	In: Science Education, 106 (2022) 5, S.1071-1083 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgess, Terrance) ORCID (Patterson Williams, Alexis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21721
Schlagwörter	Equal Education; Educational Change; Science Education; Teaching Methods; Learning Processes; Science Teachers; Access to Education; Educational Opportunities; Disadvantaged; Minority Group Students; Social Justice; Science Achievement; Educational Research; Guidelines; Ethics; Race; Definitions; Transformative Learning + Suchen Sie Ihr Suchwort? Bildungsreform; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Richtlinien; Ethik; Rasse; Abstammung; Begriffsbestimmung; Pädagogische Transformation
Abstract	In this paper, we outline how science teachers might engage in the work of creating educational equity. While acknowledging the historical inherent inequities associated with issues of access, opportunities to engage in science learning for individuals of marginalized identities (e.g., BIPOC individuals and women), and achievement, we broaden this definition to include social justice as a framework by which we can develop opportunities for the fostering of students' affinity identities with science. To this end, we draw on theorizations of equity within educational research, specifically discussed as excellence, equality, fairness, a zero-sum game, and most recently, social justice. Additionally, we utilize McKinney de Royston and Nasir's (2017) "Racialized Learning Ecologies" framework. This framework provides a useful lens to notice the layers of (in)equity within education. We then extend this ecological model into science education and present three lenses (i.e., layers) through which equity operates within science teaching and learning. We conclude with a discussion of the practical implications of doing the work of equity, that is, recognizing, interpreting, and redressing inequity in science classrooms. Ultimately, we provide an actionable definition of equity that has the potential to facilitate transformative and socially just science teaching and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01