“All Students Are Brilliant”: A Confession of Injustice and a Call to Action

Robertson, Amy D.; Elliott, Leslie Atkins

doi:10.1119/1.5011823

Cited by 9 publications

(7 citation statements)

References 18 publications

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“…We did not find this surprising, because the current science discourse prioritizes certain ways of knowing, speaking, and acting “scientifically.” Stanley and Brickhouse (1994) focused on the Western nature of science education and noted that our knowledge of science may be distorted without acknowledging other ways of knowing science from different worldviews. Additionally, we prioritize a specific linguistic structure in science education, and students who regularly are seen as the “smart” student in class are those who have familiarity with common science vernacular (Lemke, 1990; Stanley and Brickhouse, 1994; Robertson and Elliott, 2017). This inadvertently places value on one form of speech over another and highlights a common bias in language.…”

Section: Discussionmentioning

confidence: 99%

Investigating Undergraduate Biology Students’ Science Identity Production

Doughty

Thompson

et al. 2019

LSE

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Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students’ identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage in producing science identities that incorporate positive perceptions of who they are and what they have experienced. We used Holland’s theory of identity and Urrieta’s definitions of conceptual identity production (CIP) and procedural identity production (PIP) to explore the process of students’ science identity production. We interviewed 26 students from five sections of a general biology course for majors at one higher education institution. The interview protocol included items about students’ identities, influential experiences, perceptions of science, and perceptions of their classroom communities. From the interviews, we developed hierarchical coding schemes that focused on characterizing students’ CIP and PIP. Here, we describe how students’ socially constructed identities (race, gender, etc.) and their experiences may have impacted the production of their science identities. We found that authoring (i.e., making meaning of) experiences and recognition by others as a community member influenced students’ science identity production.

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Section: Discussionmentioning

confidence: 99%

Investigating Undergraduate Biology Students’ Science Identity Production

Doughty

Thompson

et al. 2019

LSE

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“…Writing this paper helped us to see that this is what we are asking LAs to do—and what they experience us asking them to do—when we ask them to engage in RT. Though we think there is room for RT to grow in its emancipatory capacity so as to include and celebrate a broader range of ways of talking and being (Robertson & Elliott, 2017), RT does challenge dominant narratives of schooling in its assumptions and practices. RT positions students —not (just) disciplinary experts—as central knowers and practitioners of classroom science, and it positions scientific knowledge as flexible and evolving, ready to be re‐thought in light of what students observe and conclude.…”

Section: Conclusion and Implications For Teacher Education And Researchmentioning

confidence: 99%

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

Robertson

Elliott

2020

Science Education

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Responsive teaching-or teaching that builds from the "seeds of science" in student thinking-is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students' STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content is often presented authoritatively as facts, definitions, and algorithms, with little consideration of student thinking. Drawing on language from literature about sense-making, this paper identifies some of the "vexation points" that novice science teachers face as they consider implementing responsive teaching practices in science-that is, what doesn't make sense, to teachers, about this instructional approach. In particular, we show that novice teachers express moral concerns about responsive teaching; themes in their written reflections suggest that they perceive responsive teaching to put truth, success, and faith at risk. We argue that though these concerns originally seem distinct from the institutional constraints to responsive teaching posed by the literature, teachers' concerns about truth, success, This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…As a community, we need to critically examine our language across contexts and how it might subjugate or liberate. Words matter ( 81 ).…”

Section: Emergent Conceptual Categories From the Literaturementioning

confidence: 99%

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

Nardi

2021

J Microbiol Biol Educ.

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Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi’s antiracist framework ( How To Be an Antiracist , 2019) offers additional opportunities for growth.

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“All Students Are Brilliant”: A Confession of Injustice and a Call to Action

Cited by 9 publications

References 18 publications

Investigating Undergraduate Biology Students’ Science Identity Production

Investigating Undergraduate Biology Students’ Science Identity Production

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

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