Abstract
As a science educator, I promote a social justice agenda grounded in multiple theoretical perspectives, centered on the teaching and learning of science in urban classrooms. In this chapter, I articulate a vision for the preparation of teachers in science and address fundamental issues in preparing teachers for diverse urban classrooms. I also express this vision for the work of the NARST organization. As an organization, our individual and collective work must underscore broader social, political, economical, institutional, and cultural issues across various strands of research and teaching toward educating all students and supporting our cooperative work as science educators.
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Notes
- 1.
Diverse is used in this chapter to represent students of Black/African American/African descent, Latino/a descent, and Asian descent, students of low socioeconomic backgrounds, students with learning challenges, students learning English, and girls. My consideration is for students most representative of the high-poverty urban schools in New York City that I serve.
- 2.
Although these four assignments are considered to be core experiences, the course incorporates additional activities, experiences, and discussions, and they do change from one semester to the next. Still, these assignments are supported by a multiple theoretical framework and connect to the overall theme of teaching science for social justice. Other assignments and activities include inquiry-based science laboratories, Science in the City Photo Albums, observation journals, placements in high-poverty schools, pre- and post-questionnaires, identity activities, student drawings, themed lectures, and final project presentations.
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Mensah, F.M. (2013). Retrospective Accounts in the Formation of an Agenda for Diversity, Equity, and Social Justice for Science Education. In: Bianchini, J.A., Akerson, V.L., Barton, A.C., Lee, O., Rodriguez, A.J. (eds) Moving the Equity Agenda Forward. Cultural Studies of Science Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4467-7_19
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