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Black liberatory science education: positioning Black youth as science learners through recognizing brilliance

Cultural Studies of Science Education volume 17, pages 177–198 (2022)Cite this article

Abstract

The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners.

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Authors and Affiliations

  1. Diversity and Research, Physician Assistant Education Association, Washington, DC, 20001, USA

    Monica L. Miles

  2. Teaching and Learning, Vanderbilt University, Nashville, TN, 37203, USA

    ReAnna S. Roby

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  1. Monica L. Miles
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  2. ReAnna S. Roby
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Correspondence to Monica L. Miles.

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This manuscript is part of the special issue “Science education and the African Diaspora in the United States,” guest edited by Mary M. Atwater and Jomo W. Mutegi.

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Miles, M.L., Roby, R.S. Black liberatory science education: positioning Black youth as science learners through recognizing brilliance. Cult Stud of Sci Educ 17, 177–198 (2022). https://doi.org/10.1007/s11422-022-10109-4

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Keywords

  • Black/African American students
  • Science education
  • Critical race theory
  • Equity
  • Race