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

• Published in: Cultural studies of science education 2022-03, Vol.17 (1), p.177-198
• Main Authors: Miles, Monica L., Roby, ReAnna S.
• Format: Article
• Language: English
• Subjects: African American Achievement; African American Children; African American Influences; Black people; Black students; Case studies; Critical race theory; Critical Theory; Education; Exploitation; Learning; Oral Language; Original Paper; Race; Science Education; Scientists; Sociology of Education; Story Telling; Storytelling; Teaching; Traditions; Youth
• ISSN: 1871-1502; 1871-1510
• DOI: 10.1007/s11422-022-10109-4

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.