Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences
Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences
复制标题
DOI：
10.1080/1046560x.2021.2012957
复制
发表时间：
2022-02
影响因子：
1.9
通讯作者：
Vanessa N. Louis;Natalie S. King
中科院分区：
文献类型：
--
作者：
Vanessa N. Louis;Natalie S. King
摘要在本文中，我们分享了一种解决系统性种族主义的方法，通过强调大学和STEM项目（我是STEM）之间的研究-实践伙伴关系[RPP]努力，以了解在何种程度上集中废奴主义教学和解放实践的科学方法课程支持教师候选人的虚拟微格教学经验。这项研究的概念框架将研究实践伙伴关系与废奴主义教学（爱，2019）和社区文化财富进行对话，以探索STEM教学和学习的途径。我们通过一个嵌入式的单一案例研究，突出了四个中学科学教师候选人的经验。数据来源包括观察现场记录，微格教学反思，半结构化的个人访谈，并使用建构主义扎根理论的方法进行了分析。研究结果显示，教师候选人接受废奴主义教学的概念，通过利用社会正义标准和解放性教学来告知他们的微格教学经验。参与者通过批判性阅读、讨论和反思开发了尊重学生文化资本的科学课程。此外，我是干和合作大学之间的RPP提供支持，以背景化和人性化的科学学习，为黑人和布朗儿童在网上学习空间。为了揭露和消除科学教育中的种族主义，我们必须重新设想我们的科学教师准备计划和课程。因此，解放STEM教育意味着参与人性和集体愈合的斗争。在科学教育背景下废除主义教学并不需要另一次改革努力。为了打破系统性压迫，我们必须要求恢复性司法，并采取直接的变革行动。
ABSTRACT In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates’ virtual microteaching experiences. This study’s conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students’ cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.