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Socially Transformative Science Pedagogy for African American Males: Dispatches from the Vanguard

Authors:
Jomo W. Mutegi at Old Dominion University
Jomo W. Mutegi
Crystal Hill Morton at Indiana University – Purdue University Indianapolis
Crystal Hill Morton
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Abstract

Although there is a significant body of work that underscores the importance of pedagogy aimed at being responsive to students' unique racial, ethnic and cultural backgrounds, there is relatively little work that helps science practitioners to understand what this pedagogy looks like in practice. Drawing on Mutegi's (2011) description of socially transformative mathematics and science curriculum and Ladson-Billings' (1995) framing of culturally responsive pedagogy, this article describes a four-week summer science camp for African American adolescent males. The article employs the methodological approach of Critical Race Theory in order to illustrate for the reader what socially transformative and culturally relevant science instruction might look like in practice.
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Abstract
Although there is a significant body of work that underscores the
importance of pedagogy aimed at being responsive to students’ unique
racial, ethnic and cultural backgrounds, there is relatively little work that
helps science practitioners to understand what this pedagogy looks like in
practice. Drawing on Mutegi’s (2011) description of socially
transformative mathematics and science curriculum and Ladson-Billings’
(1995) framing of culturally responsive pedagogy, this article describes a
four-week summer science camp for African American adolescent males.
The article employs the methodological approach of Critical Race Theory
in order to illustrate for the reader what socially transformative and
culturally relevant science instruction might look like in practice.
"
Key$words:$D=(0=+'(()"J2-:$,-&12"324'5$5)H"#$%&'(()"*+',-.$+/'0&12"
D=++&%=(=/H"6.+&%',"6/2+&%',"#%&2,%2H"K=04$$+"A4=%'0&$,H"#*A7"
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One of the most persistent problems of science education practice
for at least the past 30 years has been the low academic performance of
African Americans as compared to students from other racial groups.
While in no way implicating African Americans as the source of the
problem, differential trends have been documented at many levels. For
example, African Americans have consistently comprised fewer than two
percent of all practicing Ph.D.-holding scientists since these statistics were
first recorded in 1979 (National Science Board, 2000). Similarly, large-
scale statistical studies show that African American high school students
far under-perform their peers. Muller, Stage and Kinzie (2001) report
NELS data which show that the mean science score of African American
12th graders (male and female) is lower than the mean science score of
White 8th graders.
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i The author used related terms (e.g. Afro American, Black, Negro, etc.). These did not produce
more articles on African American/Black children.
ii Baba is the title used to address camp counselors. It is a Swahili word used by younger people to
refer to older men.
... In fact, the Blackness of children themselves is completely absent. Mutegi and Morton (2012) point out that for the 25 years between 1984 and 2011 only 8 of over 7,000 articles (0.11%) in NSTA practitioner journals 1 address African Americans in any way. Only 2 of these 8 articles describe pedagogical approaches that are best suited for African American learners. ...
... In response to this, their education should be one that positions them to dismantle systemic racism. Building on the work of critical theorists (e.g., Allen, 2004;Freire, 1970;Macedo, 1993), Mutegi and colleagues have applied the notion of socially transformative curriculum to both science (Mutegi, Lewis, & Smith-Mutegi, 2017;Mutegi & Morton, 2012) and mathematics (Pitts Bannister, Davis, Mutegi, Thompson, & Lewis, 2017). ...
Reconceptualizing science education for learners of African descent
Chapter
  • Mar 2019
This chapter is a description of practice grounded in the idea that the primary problems Black children face in schools are political problems. The chapter articulates three aspects of science education that should be reconceptualized if we are to adequately address these problems. These three aspects are: the purpose of science education; science content; and the role of the instructor. The theoretical foundation for reconceptualizing these three aspects of science education comes from Goduka’s (2005) articulation of eZiko, Mutegi’s (2011) articulation of socially transformative STEM curriculum, and Codrington’s (2014) work on liberatory education. Drawing from this theoretical foundation, the chapter illustrates the how science educators could reconceptualize the purpose of science education, science content, and the role of the instructor by describing a year-long project in which three, high school-aged, young ladies and one university professor worked collaboratively as science writers. Through the Black Kids Read - Science Writers project, these young ladies took on the task of authoring science-oriented literature for elementary-aged children. [The book can be accessed at https://doi.org/10.3726/b14757].
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... In other writings on socially transformative curriculum (Mutegi, 2013b;Mutegi & Morton, 2012;Mutegi et al., 2018;Pitts Bannister et al., 2017), Mutegi and colleagues argue that science education for learners of African descent should prepare them to fight against systemic racism. Additionally, one area of mastery in this curricular approach is critique: wherein students work to apply their knowledge of science to an understanding of how systemic racism is established and maintained. ...
Fostering Critical Perspectives of Science among Preservice Elementary Teachers: An Empirical Identification of Affordances and Hindrances
Article
  • Feb 2022
Although the Next Generation Science Standards and the National Science Education Standards prioritize the production of critical consumers of science as an overarching goal, there is relatively little science education research aimed at fostering critical perspectives among science teachers. The purpose of this theory-generative study is to identify ideas that might serve as affordances or hindrances to the development of critical perspectives of science. Data were collected from 64, preservice elementary-level teachers, over the course of three semesters, using an open-ended survey. In these data, we identified three affordances and five hindrances that might influence our ability to foster critical perspectives. Among the affordances for fostering critical perspectives, we found that students (a) have a clear sense that cultural difference does not suggest inferiority, (b) have a clear sense that human bias influences science work, and (c) regard opinion as a factor shaping the work of scientists. Among the hindrances to fostering critical perspectives we found that students (d) regard Western science as superior to non-Western science, (e) do not have a strong working knowledge of the concept of “culture,” (f) regard science as an objective enterprise, (g) do not have a strong working knowledge of the concept of “objective,” and (h) have a one-sided view of scientific advancement. We conclude with suggestions for future research and for practice.
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... A discussant was selected to lead the Q&A session following each presentation. The research I chose to present was a model for socially transformative education that we have applied in both science (Mutegi and Morton 2012) and mathematics (Pitts Bannister, Davis, Mutegi, Thompson, and Lewis 2017) instructional contexts. The discussion that followed the presentation was rich. ...
Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali
Article
Full-text available
  • Dec 2020
  • Cult Stud Sci Educ
In this article, the authors draw on their experience in an international, cross-cultural visit to ponder similarities and differences in educational systems in both the USA and Kenya. During the visit, one feature of Kenyan society that stood out and became a frequent topic of discussion was the existence of the Jua Kali. Presenting their ponderings through the metaphor of windows and mirrors, the authors use the Jua Kali to (a) muse about the impact of school structure and science curriculum on Kenyan society and (b) reflect on the impact of school structure and science curriculum on US society. Through these muses and reflections, the authors suggest that science curriculum in the USA is structured to be irrelevant and inefficient, and it does not yield the results that it promises. The authors conclude by drawing from the history of the science, technology, and society movement to advocate for small-scale, local reform efforts.
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“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education
Article
Full-text available
  • Feb 2022
This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to recognize Black brilliance and innovation. By advocating for a push toward BLKSE, we offer guiding concepts we feel are necessary to begin the process of rooting out anti-Blackness; a process that centers a holistic, heterogenous form of Blackness at the crux of science inquiry and understanding. As a result of this perspec- tive, BLKSE embraces the beauty and creativity of Black youth, naming their positions and ideas as forms of scientific knowledge and inquiry, while disrupting existing mainstream paradigms and practices in science education. Implications for ways to work toward BLKSE in K-12 science teaching and teacher education are provided.
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Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
Article
Full-text available
  • Feb 2002
This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.
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A Descriptive Study of Pre-service Teachers' Perceptions of African American Students' Ability to Achieve in Mathematics and Science
Article
Full-text available
  • Jan 2002
  • Negro Educ Rev
At least since 1977, African Americans have been underrepresented in science related careers. Although researchers have identified a number of factors which correlate with students' career decisions, they have failed to explain how these factors are related to race. Moreover, this body of research has failed to consider the role of mathematics and science teachers' perceptions of African-American students. This study identifies and describes perceptions held by 49 pre-service mathematics and science teachers about mathematics and science ability of African-American students. Data were collected by means of a three-part, open-ended questionnaire. Findings indicate that over one-third of pre-service teachers are unaware that African Americans achieve below their peers in mathematics and science; they overwhelmingly place culpability for African-American students' achievement with the students and their communities; and they are largely unable to identify culturally relevant teaching strategies to address African-American students' achievement.
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Toward a Theory of Culturally Relevant Pedagogy
Article
  • Jan 1995
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative "site." Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
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"Life's First Need Is for Us to Be Realistic" and Other Reasons for Examining the Sociocultural Construction of Race in the Science Performance of African American Students
Article
The body of research aimed at explaining the science teaching and learning of African Americans has identified myriad factors that correlate with African American's science career choices and science performance generally. It has not, however, offered any satisfactory explanations as to why those factors are disproportionately racially determined. This article argues that the sociocultural construction of race, which has roots in antebellum Western society, has endured to the present day; and that there is sufficient historical tradition and empirical evidence to warrant a research agenda that accounts for the sociocultural construction of race in explaining African American science education. The article concludes by suggesting a set of research questions and theoretical perspectives that considers the sociocultural construction of race to guide future research. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:82–103, 2013
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