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Integrating Conversations About Equity in “Whose Knowledge Counts” into Science Teacher Education

Abstract

"In the current landscape of our society, teachers must learn how to dismantle privilege, bias, and systemic inequity in their science classrooms. I have presented one fairly generic activity--reflection on video--that I use to specifically tune teacher attention to individual moments of oppression and inequity that surface in classroom discourse. These conversations address the question of, 'What constitutes knowledge of science?' They have the potential to develop what Rodriguez calls reflexivity, allowing my preservice teachers to discuss 'how knowledge is produced and reproduced [and] which people are (and were) recognized as scientists.'"

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