To respond to calls for more research on culturally relevant science teaching, we present findings from one middle school science teacher's practices in an effort to contribute to this research. We describe how a discussion lab centered on Derrick Bell's (1992) short story The Space Traders was purposively included in a lesson on scientific bias to engage middle school students in thinking about bias in larger societal contexts and in their own lives. We review literature in the growing field of culturally relevant science teaching as building on Ladson-Billings's (1995a, 1995b conception of culturally relevant pedagogy. We then describe the context and method of our study and present findings drawn from multiple data sources. We close with a discussion aimed at both practicing teachers and teacher educators.
Should a focus on empowering education for a socially just world stretch across schooling generally? Is it really the responsibility of science educators to focus on such a struggle? We believe the answer to both questions is an enthusiastic “yes” and in this article report on the planning and execution of a 6th grade science unit designed to spark classroom dialogue around issues of bias in science and in society. We begin with a brief grounding in the relevant literature of culturally relevant science teaching before introducing the context of the unit and the methods of study. We then describe the planning and execution of the unit. We close with lessons that we feel important to carry forward into later replications and recommendations for future research.
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