Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education

Abstract

If we envision a future for Black young learners where their full humanity is honoured and educators facilitate rigorous science, technology, engineering, and mathematics (STEM) learning experiences that are justice-focused, we must disrupt systemic racism now. In this article we discuss how anti-Blackness is pervasive in science and mathematics education, especially for young learners. We also address why teacher educators must disrupt anti-Black racism in our work with elementary teacher candidates and in our research. We argue that to do this work and disrupt anti-Blackness, elementary teacher educators and teacher candidates need political clarity (Beauboeuf-LaFontant, 1999). Political clarity is the understanding of how structural and school inequalities work to (re)produce differential learning experiences for minoritized learners. We offer suggestions for how teacher educators can further develop their teacher candidates' political clarity. Drawing upon our prior research, course assignments, and experiences as Black women educators and teacher educators, we share examples of how an individual's political clarity can be developed within science and mathematics methods courses. In doing so, we build upon prior research in STEM teacher education on how teachers come to see teaching as a political act and engage in the hard work of equity-focused STEM teaching.

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

“…To this end, we conclude this article by offering a few considerations for science teacher educators (and the researchers who might examine these shifts in approaches and how they are taken up within and across teacher education programs) to engage in the risky and difficult work of antiracist teaching. It is our hope that science teacher educators and researchers will recognize their important role as change agents and advocates for justice‐centered science education (Anderson et al, 2022; Beauboeuf‐Lafontant, 1999; Madkins & Morton, 2021). If not, there is great potential to continue fostering oppressive instruction and curriculum with novice teachers who are viewed as technicians rather than role models, voices of reason, and critical junctures for transformation.…”

“…Similarly, unpacking the power dynamics in using terms like minoritized learners or learners from nondominant communities (Gutiérrez & Rogoff, 2003) instead of minorities is also useful. In what ways can you explicitly connect social justice issues to national or local science standards ? Preservice teachers must understand and learn how to address structural inequities within science classrooms, schools, and society so minoritized learners can have more just educational futures (Jones & Donaldson, 2022; Madkins & Morton, 2021; Mensah, 2019; Sheth, 2019). Unfortunately, frameworks on how to teach science (e.g., NRC, 2012) and/or local and national science standards [e.g., Next Generation Science Standards (NGSS)], often do not make this explicit connection for teachers (Madkins & McKinney de Royston, 2019; Rodriguez, 2015).…”

“…For example, our use of minoritized learners signals the power dynamics that influence how those who are of the global majority (Lim, 2020) are minoritized in dominant narratives (e.g., racial minorities , underrepresented students ). We intentionally use learners to serve as a reminder: (1) that all children, especially minoritized children , are always learning whether at home, in their communities, or in a school setting and, (2) to push back against traditional notions of how we define students (Adair & Sánchez‐Suzuki Colegrove, 2021; Madkins & K. Morton, 2021). Relatedly, we use multilingual learners rather than English Language Learners (ELLs) for learners from various racialized and ethnic backgrounds who are developing linguistic repertoires in multiple languages (González‐Howard & Suárez, 2021; Takeuchi et al, 2022).…”

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

“…This means that as members of the US society, we are all racialized beings and harbor racialized assumptions, whether consciously or unconsciously, that affect our professional decisions. For learners to have more socially just and humanizing learning experiences, it is critical for TEs to work with TCs to examine, identify and confront their anti-black racism (Madkins and Morton, 2021). Milner's (2011) observed in his study of culturally relevant pedagogy that white teachers who were able to sustain meaningful relationships with students of color were comfortable confronting matters of race with them and saw learning as a community endeavor.…”

“…More recently, there is recognition that institutional racism and inequality are major factors affecting black children’s academic achievement (Carter and Reardon, 2014; Tuck and Yang, 2018). The current sociopolitical climate has also focused attention on the influence of teachers on black students’ success (Madkins and Morton, 2021). The literature suggests that there is a cultural disconnect between teachers and their students that prevents black students from receiving the educational opportunities that they deserve.…”