"All We Wanna Do Is Be Free": Advocating for Black Liberation in and through K-12 Science Education

Autor/inn/en	Morton, Terrell R.; Miles, Monica L.; Roby, ReAnna S.; Ortiz, Nickolaus A.
Titel	"All We Wanna Do Is Be Free": Advocating for Black Liberation in and through K-12 Science Education
Quelle	In: Journal of Science Teacher Education, 33 (2022) 2, S.131-153 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2008096
Schlagwörter	Science Education; Elementary Secondary Education; Blacks; African Americans; Racial Bias; Science Teachers; Teacher Education Programs; Social Justice; Equal Education; Ethnic Diversity + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Black person; Schwarzer; Afroamerikaner; Racial discrimination; Rassismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit
Abstract	This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to recognize Black brilliance and innovation. By advocating for a push toward BLKSE, we offer guiding concepts we feel are necessary to begin the process of rooting out anti-Blackness; a process that centers a holistic, heterogenous form of Blackness at the crux of science inquiry and understanding. As a result of this perspective, BLKSE embraces the beauty and creativity of Black youth, naming their positions and ideas as forms of scientific knowledge and inquiry, while disrupting existing mainstream paradigms and practices in science education. Implications for ways to work toward BLKSE in K-12 science teaching and teacher education are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11