Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST‐developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this t...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2022-09, Vol.106 (5), p.1021-1031
Main Authors: Jones, Britney L., Taylor, Jonte C.
Format: Article
Language:English
Subjects:
Consciousness Raising
critical consciousness
Culturally Relevant Education
Culturally Relevant Science Teaching
Integrated Curriculum
Intersectionality
Learner Engagement
Multicultural education
Political Issues
Politics
Science education
science equity
Science Instruction
Science Teachers
Social Problems
sociopolitical consciousness
Student Attitudes
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Summary:In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST‐developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/critical awareness, reflections, and actions.
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.21727