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Modeling Equity in Science Education: German Street Schools' Approach to Rightful Presence
Abstract
In Germany, students experiencing homelessness drop out of school six times as often as their peers. This graduation gap can be explained by their experiences of marginalization and exclusion in educational spaces. Many youths go on to obtain high school diplomas at street schools, which focus their approach on the educational needs of these young people and thus portray alternatives to regular schools. Studies prove that these street schools are successful - both from a general educational and a science education perspective - and consequently promote educational equity. We conducted interviews with school leaders and science educators of street schools to investigate their approach to science education. We used the Rightful Presence framework to identify how their practices promote equity within science education. The findings thus portray how their take on science education does not further exclude the youth but rather redesigns science education in a way that it becomes socio-politically and personally relevant to them.
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