Instructional practices in science education often create dichotomies of "expert" and "outsider" that produce distinct power differences in classrooms. Building upon the idea of "making present practice" to disrupt these binaries, this paper presents select findings from a year-long study investigating two urban…

In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn's "Meeting the needs of the individual student in the…

This Forum article extends themes and critical observations within Jenna Scaramanga and Michael Reiss's article "Evolutionary Stasis: Creationism, Evolution and Climate Change in the Accelerated Christian Education curriculum," published in "CSSE." The Accelerated Christian Education curriculum is a package of homeschool units…

Jenna Scaramanga and Michael Reiss, in their article, "Evolutionary Stasis: Creationism, Evolution and Climate Change in the Accelerated Christian Education curriculum," examine multiple editions of science materials produced by Accelerated Christian Education, ranging from the 1980s to the 2010s. They find that the materials offer a…

Since the adoption of the "No Child Left Behind Act," states have had to adopt rigorous, K-12 academic science standards to secure federal funding. Corresponding to this legislation and a concurrent call for equitable, relevant science standards, the "Next Generation Science Standards" were developed. As the country learns to…

This paper is part of a larger NSF funded research project that situates the lived experiences and narratives of African Americans and Black heritage in the K-12 science curriculum. This work contributes to research on the science capital, and on positive and empowering identity construction for the African Diaspora. This study takes the position…

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop…

A growing body of research demonstrates the value of asking students to write about science for authentic purposes. But which purposes--and, just as importantly, whose purposes--count as authentic? In this theoretical article, we review several conceptions of authentic purpose drawn from science education and literacy education and use these to…

Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays' school settings, redefining what "success" looks like as well as supporting Indigenous identities are critical to…

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering…

For a long time within the history of education, it has been assumed that science classrooms are homogeneous spaces, constituted with the prevailing conception that only scientific culture can be represented. At the same time, Latin America is characterized by being a region with enormous biological and cultural diversity, with an invaluable…

Inspired by Freire's principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa's…

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…

Learning from Freire can be a live-long endeavor, always adding humor, rigorous critical theory, and narrative. This article addresses the theoretical and cognitive ways in which Freire can be embraced. Moving far beyond banking education and fixed ideological notions of Freire's work, it is important to consider the tentative when reading and…

The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of…