Whiteness as Property in Science Teacher Education
Whiteness as Property in Science Teacher Education
复制标题
白度作为科学教师教育的属性
作者：
F. Mensah;I. Jackson
随着我们的国家和课堂继续变得更加种族、民族、语言和经济多样化，教师和学生的种族和民族之间的差距预计会扩大。不仅要考虑学校里如此多样化的学生群体的教育需求，还要考虑谁来教这些学生，这一点非常重要。然而，当我们观察有色人种教师（如科学教师）保留的主题特异性时，当我们了解教师进入和退出科学和教学的路径时，情况变得非常严重。本研究的目的是分析参加基础科学方法课程的有色人种教师（PTOC）的经验，因为他们获得了作为白人财产的科学。我们的分析提供的证据表明，当给予PTOC作为学习者和教师参与科学的机会时，他们可以打破科学中异化、排斥和不平等的永久循环。此外，我们还提供了关于科学教师教育工作者在为城市学校准备教师特别是TOC方面可能发挥的作用的见解。背景/研究设计本研究的背景是纽约市一所大型城市大学的研究生职前基础科学方法课程。多种数据来源包括前后调查、学期观察期刊、期末课程论文和课后问卷。在分析的初始阶段，利用基于批判性种族理论（CRT）的建构主义和主题，我们独特的颜色和立场的声音使我们能够从CRT的角度解释数据，并得出与使科学融入PTOC相关的发现。结论/建议为了推动科学教师教育领域向获得、机会和享受的社会公正问题迈进，必须努力增加有色人种教师在科学教育中的代表性。科学教师教育需要转型，为有色人种教师提供公平的学习体验。我们强烈鼓励进一步研究有色教师的科学经验，以及有色教师及其与学生的关系。教师培训和科学教育都必须开放，以质问和揭示种族、种族主义和权力的结构形式，这些形式通过课程、结构和教学法表现出来，导致有色人种教师的异化和排斥。因此，我们鼓励科学教师教育者通过自学和反思来审视自己的课程课程、结构和教学方法。教师准备的整体实践必须促进而不是阻碍CRT重要目标的进展，这可以通过与ptc和有色人种学院在教师准备课程中建立更牢固的关系来实现，以支持这些目标。
Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.