Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation
Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation
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以正义为中心的科学教育学：学术成就和社会变革的催化剂
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Daniel Morales‐Doyle
中科院分区：
文献类型：
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作者：
Daniel Morales‐Doyle
科学教育长期存在的种族和阶级不平等仍然是该领域最棘手的问题。以正义为中心的科学教育学是建立在批判教育学和文化相关教育学传统基础上的一个理论框架，旨在解决这些不平等现象，将其作为更大的压迫性系统的组成部分。本研究探讨了如何在一个城市社区高中的正义为中心的先进的化学类支持学生在学业上取得成功，同时采取了社会和环境正义的紧迫问题，确定他们的社区。研究结果包括证据表明，围绕环境种族主义问题组织的课程支持学术成就，超出了典型的高中化学课程的预期。调查结果还记录了课程如何为学生提供超越学术成就的机会，将自己定位为变革性知识分子。作为具有变革能力的知识分子，学生们展示了对科学和社会正义问题的复杂思考，培养了他们对自己社区和原籍文化的承诺，并发展了作为当地科学知识青年的可信度。这些发现对教师、教师教育工作者和教育研究人员具有启示意义，他们希望将科学教育作为社会变革的催化剂。
Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice-centered science pedagogy is introduced as a theoretical framework built on the traditions of critical pedagogy and culturally relevant pedagogy to address these inequities as components of larger oppressive systems. This study examines how a justice-centered advanced chemistry class in an urban neighborhood high school supported students to succeed academically while taking up urgent issues of social and environmental justice identified by their communities. The findings include evidence that curriculum organized around an issue of environmental racism supported academic achievement that exceeded the expectations of a typical high school chemistry course. The findings also document how the curriculum provided opportunities for students to move beyond academic achievement to position themselves as transformative intellectuals. As transformative intellectuals, students demonstrated complex thinking about science and social justice issues, cultivated their commitment to their communities and cultures of origin, and developed credibility as local youth knowledgeable in science. These findings have implications for teachers, teacher educators, and educational researchers who wish to engage with science education as a catalyst for social transformation.