Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning

Patterson, Alexis; Athanases, Steven Z.; Higgs, Jennifer; Martinez, Danny C.

doi:10.1080/10665684.2020.1791282

Cited by 15 publications

(20 citation statements)

References 38 publications

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“…For this paper, our focus is the classroom, which is shaped by the teacher. The work of equity for the teacher requires critical self‐reflection that leads to the ability to notice and address the contextual realities and barriers to equity (Madkins & McKinney de Royston, 2019; Patterson Williams et al, 2020). Further, equity work requires grappling with historical and institutional factors that create and maintain oppressive learning environments for children to develop one's capacity to address and dismantle said oppression, which manifests at the various levels of the educational system (Winn, 2018; see also: Harris, 1990; Mills, 2007).…”

Section: The Evolution Of Equitymentioning

confidence: 99%

“…Constructing equity within the classroom requires an understanding of how lived experiences and multiple identities shape notions of equity (McKinney de Royston & Nasir, 2017). Additionally, we must further complicate these experiences, which require developing our capacity to notice the dispositions which impact our perspectives on equity (Patterson Williams et al, 2020; Shah & Coles, 2020). Patterson (2019) argues that equity, much like learning, is co‐constructed.…”

Section: Three Layers Of Equity In Science Learningmentioning

confidence: 99%

“…The teacher's role shifts from one in which they work for students to one in which they work with students (Rodriguez, 2014). And yet, uncertainties remain around how we develop teachers' lenses/inner witness to see, interpret, and, address issues of equity within the classroom, curriculum, and school site (Patterson Williams et al, 2020). Integrating moments that cause teachers—preservice as well as those across their career trajectories—to reckon with their own positionalities might address this (Mensah, 2008, 2016).…”

Section: Three Layers Of Equity In Science Learningmentioning

confidence: 99%

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Utilizing theory to elucidate the work of creating equity for transformation within the science classroom

Burgess

Patterson

2022

Science Education

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In this paper, we outline how science teachers might engage in the work of creating educational equity. While acknowledging the historical inherent inequities associated with issues of access, opportunities to engage in science learning for individuals of marginalized identities (e.g., BIPOC individuals and women), and achievement, we broaden this definition to include social justice as a framework by which we can develop opportunities for the fostering of students' affinity identities with science. To this end, we draw on theorizations of equity within educational research, specifically discussed as excellence, equality, fairness, a zero‐sum game, and most recently, social justice. Additionally, we utilize McKinney de Royston and Nasir's (2017) Racialized Learning Ecologies framework. This framework provides a useful lens to notice the layers of (in)equity within education. We then extend this ecological model into science education and present three lenses (i.e., layers) through which equity operates within science teaching and learning. We conclude with a discussion of the practical implications of doing the work of equity, that is, recognizing, interpreting, and redressing inequity in science classrooms. Ultimately, we provide an actionable definition of equity that has the potential to facilitate transformative and socially just science teaching and learning.

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Section: The Evolution Of Equitymentioning

confidence: 99%

Section: Three Layers Of Equity In Science Learningmentioning

confidence: 99%

Section: Three Layers Of Equity In Science Learningmentioning

confidence: 99%

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Utilizing theory to elucidate the work of creating equity for transformation within the science classroom

Burgess

Patterson

2022

Science Education

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“…Antiracist ELA teachers commit to “countering racism and other forms of bigotry in teaching materials, methods” (Moore et al , 2018, p. 11). These efforts can include using race-visible practices (Pollock et al , 2010), committing to critical reflexivity (Milner, 2003), making room for Black joy (Dunn and Love, 2020) and engaging frameworks for equity-focused classroom discourse (Patterson Williams et al , 2020). Our work argues that antiracist ELA teachers must retool disciplinary-specific practices, such as rhetorical analysis, for teaching with informational text.…”

Section: Conceptual Framework and Review Of Literaturementioning

confidence: 99%

“…Growing and sustaining visible commitments to equity can be challenging and dangerous, particularly for educators of color, because of competing demands for instructional time and restrictive environments (Patterson Williams et al , 2020). Within the current socio-political context, there are escalating efforts to circumscribe content that engages students with the historical and contemporary implications of systemic racism.…”

Section: Conceptual Framework and Review Of Literaturementioning

confidence: 99%

Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts

Alston

Bausell

2022

ETPC

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Purpose This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms. Design/methodology/approach This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews. Findings Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided. Research limitations/implications This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports. Originality/value Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.

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Engagement in high‐leverage science teaching practices among novice elementary teachers

Davis

Palincsar

2022

Science Education

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As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high‐leverage science teaching practices, such as leading a science sensemaking discussion and setting up and managing small‐group investigations. Drawing primarily on videorecords from 33 lesson enactments, supplemented by transcripts of interviews with the participants, the authors follow five participants from their second year of a teacher education program through their first year of teaching. Findings suggest that high‐leverage science teaching practices can be untangled from one another and that teachers mostly demonstrated some important strengths in the dimensions of the practices. Furthermore, the teachers were able to use the practices synergistically, though in different ways, toward their goal of supporting students' sensemaking. The findings also suggest that teachers' engagement in the practices varied considerably as a function of lesson and school context. The findings have implications for the design of practice‐based teacher education experiences and for scholarship on teacher development.

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Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning

Cited by 15 publications

References 38 publications

Utilizing theory to elucidate the work of creating equity for transformation within the science classroom

Utilizing theory to elucidate the work of creating equity for transformation within the science classroom

Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts

Engagement in high‐leverage science teaching practices among novice elementary teachers

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