What IS Social Justice Teaching in the Science Classroom?
June 5, 12, 19, 26
Join NSTA for this special four-part, interactive, virtual miniseries, which is jointly hosted by the Association for Multicultural Science Education (AMSE) and NSTA’s Committee on Multicultural / Equity in Science Education. Scheduled throughout the month of June, this miniseries is your source for resources and strategies for motivating and enhancing the participation of traditionally underrepresented students in science through the lens of equity and social justice.
The one-price registration includes attendance to all four (4) parts of the miniseries. You can opt to attend all four of the 2.5-hour Saturday sessions; drop in on one (or more sessions), or view them as your schedule permits. The last 30 minutes of each session will be a roundtable discussion for participants to ask additional questions and/or share their own experiences and stories.
Critical Affinity Spaces for Science Educators
Saturday, June 5
11:30 AM–2:00 PM EST
Teaching science with a critical lens that is aware of the dynamics of racism and that exposes the hidden and master narratives may elicit the practitioner to be often displaced. This session aims to affirm that racial / social justice approaches to science teaching are needed and how these approaches necessitate spaces that aid in cultivating and galvanizing these frameworks to science. Affinity spaces centered in racial / social justice praxis help educators to reflect on pedagogical practices; promote a sense of collective rejuvenation, unhinging feelings of being the "only one"; and inspire more progressive anti-racist science curricula. Affinity spaces also help cultivate valuable friendships that are rooted in an understanding of why it is important that we fight for the humanity of all.
NBCT (National Board Certified Teacher) in Biology at Evanston Township High School, Evanston, IL; and PhD Student in Math and Science Education, The University of Illinois at Chicago
Currently in his third year as a PhD student in Math and Science Education at The University of Illinois at Chicago, Jason Foster has been teaching science for 16 years. He began teaching at Antioch High School in Illinois and then transferred to Niles West High School where he taught for 11 years. He is now at Evanston High School where he has been teaching for two years. Jason tends to focus his educational lens on anti-racist pedagogy, BlackCrit, and CRT (Critical Race Theory). Currently, he is applying these approaches to how Black educators create different modalities in order to survive in contested white educational spaces.
Michael K. Nocella
Science Teacher, Adlai E. Stevenson High School, Lincolnshire, IL; and PhD Student in Math and Science Education, The University of Illinois at Chicago
Michael Nocella is in his third year as a PhD student in Math and Science Education at The University of Illinois at Chicago. He is in his 10th year of teaching science, having served seven of those at Niles West High School, and he is currently at Adlai E. Stevenson High School. Michael's research and pedagogical interests center on anti-racist science teaching practices, critical affinity / solidarity spaces for educational staff, critical multimodality, student-led inquiry pedagogical frameworks, as well as the role of social transformation with respect to racial / sociopolitical identity self-work of [white] educators in working to become more anti-racist in personal and professional contexts.