Going beyond #<scp>RetireELL</scp>: A call for anti‐colonial approaches to languages in <scp>STEM</scp> education

Takeuchi, Miwa Aoki; Kayumova, Shakhnoza; Araujo, Zandra de; Madkins, Tia C.

doi:10.1002/tea.21764

Cited by 15 publications

(19 citation statements)

References 15 publications

(19 reference statements)

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“…(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).…”

Section: Our Commitments To Centering Justice In Our Research and Tea...mentioning

confidence: 99%

“…This development will not look the same across preservice science teacher education and cannot be predetermined by teacher educators or preservice teachers. Rather, teachers must pursue justice in ways that are aligned with that of the school communities they serve (e.g., focusing on raciolinguistic justice and addressing anti-Blackness in a community with Black multilingual learners; see Takeuchi et al, 2022).…”

Section: Political Claritymentioning

confidence: 99%

“…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).…”

Section: Introductionmentioning

confidence: 99%

“…He killed his cultural and linguistic repertoires to marry her, and that trauma eventually reached his children and grandchildren, for which we now suffer as a result. This helps me understand (1) the importance of valuing and using a range of linguistic repertoires in the science classroom, (2) how language is connected to culture, and (3) how PSTs need to learn from these perspectives, given the ways students have experienced linguistic injustices in local practice (Takeuchi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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

Madkins

Nazar

2022

Science Education

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For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of

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Section: Our Commitments To Centering Justice In Our Research and Tea...mentioning

confidence: 99%

Section: Political Claritymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Madkins

Nazar

2022

Science Education

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“…There are increasing calls to pay close attention to the naming of racialized multilingual youth from Black, Brown, Hispanic, Indigenous, and nondominant communities (Takeuchi et al, 2022). Such examples include shifting the language from “at‐risk,” “disadvantaged,” and “minority” to terms such as “minoritized,” and “marginalized,” to signify how naming becomes implicated in the perpetuation of power relations that subordinate (Takeuchi et al, 2022). While ontological categories such as “minorities” or “at‐risk” signify a being (inherently fixed position), “minoritized” signifies a doing (done to cause this position).…”

Section: Introductionmentioning

confidence: 99%

Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies

Kayumova

Dou

2022

Science Education

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Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit‐based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—“a world where many worlds fit”. This alternative allows us to reconstruct science and science‐related “outcomes,” such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial1 theories of pluriversality and discuss different onto‐epistemologies to be able to grapple with existing social, racial, environmental injustices, and land‐based devastations.

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education

Cited by 15 publications

References 15 publications

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

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

Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies

Science education with multilingual learners: Equity as access and equity as transformation

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