Equity in groupwork: the social process of creating justice in a science classroom

Patterson, Alexis

doi:10.1007/s11422-019-09918-x

Cited by 24 publications

(25 citation statements)

References 30 publications

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“…Kafai and Ching (2001) demonstrated that familiarity with talking science facilitated elementary students’ abilities to encourage their less experienced peers to elaborate on their initial ideas and extend content-focused discussions related to software design. Patterson (2019) also highlighted the role that students played in shaping the social hierarchy of science talk in small groups. Students identified exclusionary behavior (visibility) and encouraged silent peers to share their ideas (presence of voice), claiming responsibility (agency) for maintaining both equitable and productive group work (Patterson, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Patterson (2019) also highlighted the role that students played in shaping the social hierarchy of science talk in small groups. Students identified exclusionary behavior (visibility) and encouraged silent peers to share their ideas (presence of voice), claiming responsibility (agency) for maintaining both equitable and productive group work (Patterson, 2019). Findings highlight the potential of delegating authority to students to create equitable learning spaces in group activities, using guiding principles (e.g., “friends don’t let friends sit quietly,” Patterson, 2019) and tools for science talk.…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

Bae

Mills

Zhang

et al. 2021

Review of Educational Research

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The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of science discourse, including interacting elements across levels as well as stable and changing patterns that influence students’ access to, and nature of, science talk in urban classrooms. Unresolved questions related to high-leverage, equitable, and sustainable discourse practices; future lines of inquiry that can benefit by drawing from diverse theoretical traditions and mixed methodological approaches; and practical implications for classroom-based strategies to support science discourse are also discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

Bae

Mills

Zhang

et al. 2021

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…A pedagogy for democracy and against fascist/authoritarian views in science education awaits extensive development but there already exists important contributions to approaching this. The people working on critical theory and applying it, such as Calabrese Barton and Tan (2020), Fortney andAtwood (2019), andPatterson (2019) are crucial. Another significant aspect is to develop curricula such as STEPWISE and intercultural approaches (Gandolfi 2018) that allows not only the teaching of logical science but also the complex social and emotional aspects that underpin progress, and that the 'scientific method', if it can be called that, is also complex and has no delineated procedures.…”

Section: Discussionmentioning

confidence: 99%

“…However, the importance of group work for learning and social interactions is recognised, and Alexis Patterson (2019) draws attention to how equity and the quality of group talk can be combined. She studies the key features of student voice, visibility and student authority and the teacher who has the power to address inequality in the group work through supporting students when inequalities occur.…”

Section: Combining Social Responsiveness With Science Educationmentioning

confidence: 99%

“…The more the psychological and sociological levels go together the more likely change is. Further, as Patterson (2019) points out, the pupils are engaged in a transformative social process that involves praxis. A small indication of this comes from research by Liz Morrison and Brian Matthews ( 2006) that followed up three years later the pupils who participated in the research described above, which focused on gender.…”

Section: Combining Social Responsiveness With Science Educationmentioning

confidence: 99%

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Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy

Galamba

Matthews

2021

Cult Stud of Sci Educ

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In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views—such as racism, sexism, homophobia and religious intolerance—with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of ‘scientific literacy’ has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used ‘apolitical’ scientists’ achievements to establish and expand regimes’ intolerant and violent ideologies. We use that historical relationship to argue fascism is science education’s business. Given the fear that current political discourses in many countries are again swinging towards fascism, we outline potential pathways for science education which focus on the social and emotional development of students. We argue that to develop a pedagogy for democracy, that attends to equity and social justice, it is imperative it enables pupils to develop at a psychological level with diverse others, including through their own agency. This pedagogy builds on critical pedagogies.

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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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Equity in groupwork: the social process of creating justice in a science classroom

Cited by 24 publications

References 30 publications

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy

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

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