![]() Find opportunities for students to meaningfully talk about race in critical and relevant ways. Evaluate instructional materials and units.Set goals and make plans for needed changes. Identify what classroom practices and structures may be damaging to students’ racial identities.Identify how you are leveraging the gifts that young people bring to the learning environment and connecting a range of relatable examples of representation, especially for your students from marginalized backgrounds. Explore How to Create Identity Affirming Opportunities in Science Lessons and this Teacher Learning and Reflection Module on creating a learning environment for supporting discussions of race, racism, and genetics.Įxamine classroom practices, including productive talk and varied participation structures. Have conversations with them about their communities, histories, and beliefs. Build trusting, caring relationships with students.Explore this resource to build critical consciousness. A conscious practitioner is an expert who goes beyond their expertise to intentionally and continually impact their daily practice. To be conscious is to have an expanded awareness of self and others. ![]() Leveraging student identity and critically talking about race in science can create space for more expansive representation. The historic and continued centering of white people and whiteness actively erases and marginalizes the histories and contributions of scientists and communities of color. Science and science education are not neutral.Everyone should hold a critical lens in all aspects of their work (like language and daily practices) and take steps for continued accountability, in order to avoid perpetuating harmful, one-sided, deficit-laden narratives of race in all contexts.Intersectionality examines how systems of power might impact individuals who are marginalized because of their socio-political identities, and how different types of discrimination combine to influence the experience of oppression (for example, those who identify as female and also as people of color). ![]() Identities should be considered holistically there are many factors that can combine to impact identity in addition to race-including gender identity. Building on identity and prior interest in instruction is as important as building on prior knowledge. However, it also emphasizes identity and interest as fundamental to learning (“5D learning”).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |