TY - JOUR
T1 - White shame and white ambivalence in learning to be a well-started White anti-racist science teacher
AU - McCausland, Jonathan
AU - McDonald, Scott
N1 - Publisher Copyright:
© 2024 National Association for Research in Science Teaching.
PY - 2024/11
Y1 - 2024/11
N2 - This is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti-racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti-racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice-based science teacher education provides a potential way to address the presence of whiteness in science teacher education.
AB - This is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti-racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti-racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice-based science teacher education provides a potential way to address the presence of whiteness in science teacher education.
UR - http://www.scopus.com/inward/record.url?scp=85191201153&partnerID=8YFLogxK
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U2 - 10.1002/tea.21946
DO - 10.1002/tea.21946
M3 - Article
AN - SCOPUS:85191201153
SN - 0022-4308
VL - 61
SP - 2162
EP - 2190
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 9
ER -