Teaching science to transgress: Portraits of feminist praxis

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, whi...

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Bibliographic Details
Published in:Journal of research in science teaching 2022-01, Vol.59 (1), p.127-165
Main Authors: Tolbert, Sara, Gray, Salina, Rivera, Marelis, Schindel, Alexa
Format: Article
Language:English
Subjects:
Barriers
Collectivism
Disproportionate Representation
Educational Change
empowerment
Females
Feminism
Intersectionality
Learner Engagement
Minority Group Students
Naming
Portraits
Praxis
Resilience (Psychology)
Science Instruction
Science teachers
Social Justice
Students
subversive resistance
teachers
Teaching
Teaching Methods
Women
women of color
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Summary:Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21723