Grassroots organizers, transformative teachers, and critical scholars have built long and rich traditions of education for social justice. From critical and culturally relevant pedagogies to abolitionist teaching and culturally sustaining pedagogy, these approaches engage students in learning as intertwined with struggling against oppression (Freire, 1970; Ladson-Billings, 1995; Love, 2019; Paris & Alim, 2017). But, despite important work to interrogate and alleviate inequity in science education, the relationships between justice-centered pedagogies and the disciplines of biology, chemistry, and physics have remained out of reach for most science teachers. This talk takes up “the science question in social justice education” through an overview of three studies with (1) high school students, (2) pre-service teachers, and (3) in-service teachers grappling with the role of teaching and learning science in local efforts to imagine and build more just and sustainable communities.
About the speaker. Daniel Morales-Doyle is an assistant professor of science education in the department of Curriculum and Instruction at the University of Illinois at Chicago. He was a high school teacher in the Chicago Public Schools for more than a decade before joining the faculty at UIC.