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“I'm in it for the People”: Leveraging Culturally and Historically Responsive Teaching and Learning Towards Humanizing Science Instruction
Abstract
This chapter examines both the shortcomings and potential of current K–12 science education reforms in addressing racial inequities and centering race and racism. Despite efforts by The Framework for K–12 Science Education committee to promote “Science and Engineering for All,” existing policies fail to adequately recognize race and racism as key factors influencing educational inequality. The chapter advocates for integrating Muhammad's (2020) culturally and historically responsive teaching and learning framework as a guiding tool for science educators. Drawing from the narratives and lesson plans of two early-career science teachers who engaged with Muhammad's (2020) work before science content, the chapter illustrates the practical application of the history, identity, literacy, and liberation framework. The participants' experiences highlight the human connection central to teaching and its alignment with the history, identity, literacy, and liberation framework, demonstrating how centering criticality and identity in lesson planning can improve learning outcomes.
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