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Science Education
written by Daniel Morales-Doyle
Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice-centered science pedagogy is introduced as a theoretical framework built on the traditions of critical pedagogy and culturally relevant pedagogy to address these inequities as components of larger oppressive systems. This study examines how a justice-centered advanced chemistry class in an urban neighborhood high school supported students to succeed academically while taking up urgent issues of social and environmental justice identified by their communities. The findings include evidence that curriculum organized around an issue of environmental racism supported academic achievement that exceeded the expectations of a typical high school chemistry course. The findings also document how the curriculum provided opportunities for students to move beyond academic achievement to position themselves as transformative intellectuals. As transformative intellectuals, students demonstrated complex thinking about science and social justice issues, cultivated their commitment to their communities and cultures of origin, and developed credibility as local youth knowledgeable in science. These findings have implications for teachers, teacher educators, and educational researchers who wish to engage with science education as a catalyst for social transformation.
Science Education: Volume 101, Issue 6, Pages 1034-1060
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
= Course Goals
- Learning Environment
- Pedagogy
= Instructional Issues
Education - Basic Research
- Societal Issues
= Cultural Issues
Other Sciences
- Chemistry
- High School
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Educators
- Administrators
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© 2017 Wiley Periodicals, Inc.
DOI:
10.1002/sce.21305
Keywords:
Justice-centered pedagogy, cultural relevance, equity, equity in education
Record Creator:
Metadata instance created November 25, 2021 by Sam McKagan
Record Updated:
November 29, 2021 by Caroline Hall
Last Update
when Cataloged:
September 27, 2017
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Record Link
AIP Format
D. Morales-Doyle, Sci. Educ. 101 (6), 1034 (2017), WWW Document, (https://doi.org/10.1002/sce.21305).
AJP/PRST-PER
D. Morales-Doyle, Justice-centered science pedagogy: A catalyst for academic achievement and social transformation, Sci. Educ. 101 (6), 1034 (2017), <https://doi.org/10.1002/sce.21305>.
APA Format
Morales-Doyle, D. (2017, September 27). Justice-centered science pedagogy: A catalyst for academic achievement and social transformation. Sci. Educ., 101(6), 1034-1060. Retrieved January 26, 2022, from https://doi.org/10.1002/sce.21305
Chicago Format
Morales-Doyle, Daniel. "Justice-centered science pedagogy: A catalyst for academic achievement and social transformation." Sci. Educ. 101, no. 6, (September 27, 2017): 1034-1060, https://doi.org/10.1002/sce.21305 (accessed 26 January 2022).
MLA Format
Morales-Doyle, Daniel. "Justice-centered science pedagogy: A catalyst for academic achievement and social transformation." Sci. Educ. 101.6 (2017): 1034-1060. 26 Jan. 2022 <https://doi.org/10.1002/sce.21305>.
BibTeX Export Format
@article{ Author = "Daniel Morales-Doyle", Title = {Justice-centered science pedagogy: A catalyst for academic achievement and social transformation}, Journal = {Sci. Educ.}, Volume = {101}, Number = {6}, Pages = {1034-1060}, Month = {September}, Year = {2017} }
Refer Export Format

%A Daniel Morales-Doyle %T Justice-centered science pedagogy: A catalyst for academic achievement and social transformation %J Sci. Educ. %V 101 %N 6 %D September 27, 2017 %P 1034-1060 %U https://doi.org/10.1002/sce.21305 %O text/html

EndNote Export Format

%0 Journal Article %A Morales-Doyle, Daniel %D September 27, 2017 %T Justice-centered science pedagogy: A catalyst for academic achievement and social transformation %J Sci. Educ. %V 101 %N 6 %P 1034-1060 %8 September 27, 2017 %U https://doi.org/10.1002/sce.21305


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