Teaching science to transgress: Portraits of feminist praxis

Sara Tolbert, Salina Gray, Marelis Rivera, Alexa Schindel

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.

Original languageEnglish (US)
Pages (from-to)127-165
Number of pages39
JournalJournal of Research in Science Teaching
Volume59
Issue number1
DOIs
StatePublished - Jan 2022

Keywords

  • empowerment
  • feminism
  • intersectionality
  • social justice
  • subversive resistance
  • teachers
  • women of color

ASJC Scopus subject areas

  • Education

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