PERC 2024 Abstract Detail Page
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| Abstract Title: | Decolonizing physics curricula: A case study about a kinematics lesson |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Physics curricula has been reflective of eurocentric ideals through maintaining a white, male-dominated narrative that discourages diverse cultural practices; we see very little work describing and/or supporting physics educators in decolonizing their curricula on a larger scale. In response, a voluntary professional learning community (PLC) of physics educators has been working together to decolonize their curricula and implement improved lessons. We share one collective attempt to reimagine a lesson from a monthly online meeting, highlighting the existence of grassroots effort. We compare and contrast this work to previous case studies that exist more broadly in STEM, and provide examples of processes that participants developed to decolonize their curricula in the context of a kinematics lesson about stoplights. This example provides a possible pathway for educators to implement these methods in their classrooms and encourage educators to support the movement toward decolonization. |
| Session Time: | Poster Session 2 |
| Poster Number: | B81 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Mathilda Smith Michigan State University East Lansing, MI 48823 Phone: 6306498230 |
| Co-Author(s) and Co-Presenter(s) |
Jacqueline E. Dippre (she/her) Andrea L. Wooley (she/her) Leslie Chamberlain (she/her) Katherine L. Shirey (she/her), Clausell Mathis (he/him) Abigail R. Daane (she/her) |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
