Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

Abstract

This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education.

Fifteenth Annual AERABrownLecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, andBrown

“…Voice and narrative scholarship—research that examines the discourse and lived experiences of people—can shed light on people’s insights and perspectives to advance knowledge in education (Alvarez, 2017; Emdin, 2016; Howard, 2001; Johnson, 2002; Love, 2019; Mensah, 2019; Milner, 2005, 2007, 2008, 2011, 2016, 2020; Tate, 1994; Warren, 2013; Woodson, 2018). As I attempted to identify an educator who could shed light on his, her, or their experiences pre- and post- Brown , I asked colleagues from different disciplines to nominate practicing and former educators across the United States who could offer insights about the Brown decision, Black students, and education.…”

Critical Counter-Narrative as Transformative Methodology for Educational Equity

“…There are several exceptions. Mensah (2019) combined counter-narrative with co-autoethnography in a longitudinal study. Chapman (2007), Lynn (2006), and Ngunjuri (2007) used the idea of portraiture, and multiple scholars employed composite counter-narratives (Cook & Dixson, 2013; Juárez & Hayes, 2010; 2015; Tafari, 2018), originally presented as the central analytical method for critical race methodology (Solórzano & Yosso, 2002).…”

“…Some have directed K–12 students to create their own personal counter-narratives, while others have provided already constructed counter-narratives to K–12 students, preservice teachers, or in-service teachers in efforts to counter deficit thinking and colorblindness. Mensah (2019), on the other hand, used longitudinal co-autoethnography to employ counter-narrative as both pedagogy and research tool in a teacher education program. Our review of counter-narrative as a pedagogical tool crosses areas of teaching in K–12 contexts and teacher education programs.…”

Recognition and Positional Identity in an Elementary Professional Learning Community: A Case Study

“…Focused on the construct of recognition, Luehmann (2007) acknowledged that ''trying out and considering a new identity means inviting others to recognize you for your ability to participate in a discourse that is new to you-and thus opens you up to the possibility of not being recognized as such'' (p. 831). Informed by historical exemplars of racial and/or gender inequalities for being recognized within educational spaces (Bristol, 2018;Goings, 2015;Mensah, 2019;Milner, 2012;Tillman, 2004), the foundational premise of our research is that the potential risks or uncertainties with trying out new professional identities are heightened when considering teachers from historically marginalized communities. Specifically, previous research has noted how Black teachers have been historically subjected to racialized perceptions of themselves or the students they serve when being recognized or acknowledged as particular kinds of teachers (Bristol & Goings, 2019;Bristol & Mentor, 2018;Mensah & Jackson, 2018).…”