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A list of resources about social justice from NSTA curated by the NSTA Preservice Teacher Preparation Committee. The general structure and organization for the collection is as follows: (1) Readings from NSTA. (2) Web seminar recordings. (3) NSTA Journal Articles and blog posts as supplemental readings.
General Science Postsecondary High School Middle School
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Social injustices are seen in our classrooms with respect to school discipline, tracking students by perceived ability, displaced family engagement, and access to high-quality science instruction, especially for BIPOC (Black, Indigenous, and People of Color) students. This ultimately creates systemic issues that contribute to student inequities in the science classroom. This blog offers suggestions on actions that can help create an anti-racist classroom.
Some cultures have historically been privileged in particular times and places, and as a result, some ways of knowing and doing science have had more social standing. We work from the stance that scientific ways of knowing and science education are fundamentally cultural and inherently political. The approaches described in this issue’s articles highlight these dimensions of centering diverse sensemaking, supporting critical social analysis, positioning students to work toward justice, and focus
The NGSS states, “All individuals can engage in and learn complex subject matter…when supportive conditions and feedback mechanisms are in place and the learner makes a sustained effort.” However, who is teaching or learning, what is taught and why, and how outcomes are defined and measured can still position some youth as marginal in STEM.