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

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.

"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the "work" of teachers is conceptualized and researched.

Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education.

If we envision a future for Black young learners where their full humanity is honoured and educators facilitate rigorous science, technology, engineering, and mathematics (STEM) learning experiences that are justice-focused, . In this article we discuss how anti-Blackness is pervasive in science and mathematics education, especially for young learners. We also address why teacher educators must disrupt anti-Black racism in our work with elementary teacher candidates and in our research.

Engaging Equity Pedagogies in Computer Science Learning Environments.

In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various (Banks & Banks, 1995), such as (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States.

Illuminating political clarity in culturally relevant science instruction.

Failure to improve achievement in K-12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of . Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students' opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students' realities in empowering rather than deficit-oriented ways.

Connecting the dots: Secondary science teacher candidates' uptake of the core practice of facilitating sensemaking discussions from teacher education experiences.

•Rehearsals of teaching practice function as a bridge from methods to the classroom.•Organizational tools help increase the visual representations during discussions.•Elements of framing and closing discussions are taken up less to the classroom.

A Question of Necessity or of Equity? Full-Service Community Schools and the (mis)Education of Black Youth.

Public schools in the United States have struggled to determine whether their mandate is simply knowledge transmission or includes the development and well-being of the whole child. Contemporary realities of resegregation and inequality have prompted many districts to embrace this latter notion and consider the Full Service Community Schools (FSCSs) model. In this paper, we examine a school district's FSCS initiative as implemented at a predominately Black middle school and a racially heterogeneous high school.