Abstract
This paper is written in response to Alberto J. Rodriguez and Deb Morrison’s article entitled, “Expanding and Enacting Transformative Meanings of Equity, Diversity and Social Justice in Science Education.” The authors provide a historical account of science education social justice research efforts within the USA and support the need to more critically incorporate social justice research agendas in science education. They summarize four main rationales used in science education research for engaging in equity, diversity and social justice: the economic, moral, demographic shift, and sociotransformative arguments. The authors remind researchers to consider systems of power and privilege when advocating for marginalized people, arguing that social justice should be embodied by the researcher and constantly be enacted within their work. The authors question why few have taken up social justice science education research. This paper expands on these authors’ arguments by offering a critical race analysis of the social justice construct in science education research. I conclude with suggesting the need to deconstruct whiteness within social justice science education research agendas.
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This review essay addresses issues raised in Alberto J. Rodriguez and Deb Morrison’s paper entitled: Expanding and enacting transformative meanings of equity, diversity and social justice in science education (doi: https://doi.org/10.1007/s11422-019-09938-7).
This manuscript is part of the special issue Equity in Science Teacher Education: Toward an Expanded Definition, guest edited by Brian Fortney, Deb Morrison, Alberto J. Rodriguez, and Bhaskar Upadhyay.
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Ridgeway, M.L. Against the grain: science education researchers and social justice agendas. Cult Stud of Sci Educ 14, 283–292 (2019). https://doi.org/10.1007/s11422-019-09939-6
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DOI: https://doi.org/10.1007/s11422-019-09939-6