The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The study highlights key findings that pertain to the integration of their views of social justice with science teaching, empowerment of students through social justice-oriented science teaching, and utilization of students' knowledge and values in socially just and equitable science teaching practices. The study also highlights the challenges of teaching science for social justice in this environment, and emphasizes the importance of context in constructing and executing science instruction for equity and social justice.
Bibliographical noteFunding Information:
The materials in this article are based on the research supported by the President’s Faculty Multicultural Research Award, University of Minnesota, Minneapolis. Any opinions, findings, and conclusions expressed in this article are those of the author and do not necessarily reflect the views of the University of Minnesota.
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