Science learning that is rooted in local climate phenomena is a powerful way to initiate climate change learning that is meaningful and leaves learners feeling more motivated to take climate action. Local climate phenomenon connects youth with community interests, place, diverse people, and actionable solutions. In this article we identify why…

In this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers' (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years,…

In this article, we argue that mainstream science education is contaminated by neoliberal values and functions in the service of political domination and exploitation and that a neoliberal and exploitative science education does not contribute to the building of a sustainable and just world. The work from Paulo Freire and Enrique Dussel underpin…

In "Growing and Sustaining Student-Centered Science Classrooms," David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating…

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as…

Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators…

This article posits that advancing equity is necessary but not sufficient for creating a more just world: we need belonging. Using a lens of racial justice to define the concept of belonging, the author considers how to practice cultivating it within the context of an aquarium's community-based engagement. Through case studies framed by belonging…

This paper explores how biodiversity is represented at the "Life in Crisis Schad Gallery of Biodiversity" (Royal Ontario Museum, Toronto). Using theoretical perspectives related to science, technology, society and environment (STSE), and biodiversity in science museums, we conducted a qualitative case study of the exhibit. Data…

In this essay, I explore some of the insights provided in a set of three manuscripts that focus on centering equity in peer review, authored by Bancroft, Ryoo and Miles, Nkrumah and Mutegi, and Marshall and Salter. I consider various aspects of their arguments, highlighting implications for the procedures and norms of journals and funding…

Inspired by Torres-Olave and Bravo's original paper, entitled 'Facing Neoliberalism through Dialogic Spaces as Sites of Hopes in Science Education: Experiences of two Self-Organized Communities', the present essay considers potential contexts to resist neoliberal models of science education. This paper discusses affordances of themes and notions…

By arguing for "putting science education in its place," this essay cautions against overstating the role of science education with respect to global crises with technical components, like climate change. At the same time, it challenges the assumption that science education has no role in addressing equally urgent and widespread problems…

This article explores ACT UP (AIDS Coalition to Unleash Power) through a Freirean lens of critical consciousness, dialogue, and transformation. The purpose is to draw from where there have been processes of engagement of sociopolitical action in science and how these spaces can become meaningful entry points to take toward making a…

In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions…

Building on Miles and Roby's notion of a Black liberatory education where freedom includes experiencing Black joy, this forum article further articulates BlackJoy as a framework for designing research-to-practice spaces that centre Black liberation and flourishing for authentically equitable learning engagements and to counter ongoing deficit…

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…