We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Critical Race Structuralism: The Role of Science Education in Teaching Social Justice Issues in Urban Education and Pre-Service Teacher Education Programs.
- Authors
Wiggan, Greg; Pass, Michelle B.; Gadd, Sonja R.
- Abstract
Using critical race structuralism (CRS), a new contribution, as well as primary and secondary data, this article explores the role of science in teaching social justice issues in urban education. In the United States, a teaching workforce, which is predominately White, middle class, and female, intersects with an increasingly diverse student population, creating a need for culturally responsive teaching practices, particularly in science, technology, engineering, and math (STEM), and science, technology, engineering, arts, and math (STEAM) classes. An investigation of existing literature reveals the need for greater emphasis on environmental racism and social justice as they pertain to students living in low-income and urban communities. Our findings reveal that CRS can be utilized in a collective effort to transform teacher education programs and teacher pedagogy, to effectively address environmental racism and other social justice issues in urban schools and communities.
- Subjects
TEACHER education; URBAN education; STUDENT teachers; RACE; SOCIAL justice; TEACHER role
- Publication
Urban Education, 2023, Vol 58, Issue 9, p2209
- ISSN
0042-0859
- Publication type
Article
- DOI
10.1177/0042085920937756