Culturally Relevant Pedagogies (CRP) and Culturally Responsive Teaching (CRT) in Science Education: Black Success Stories in Ontario
Tóm tắt
The continued underrepresentation of Black students in science education in Ontario has highlighted issues of social justice within the province, and the ways in which this impacts minoritized groups, curriculum design, and teacher education. Critics of a post-colonial education system that reinforces existing biases against certain groups have pointed to culturally relevant and culturally responsive pedagogies for enhanced student success. The lack of attention to Black history, experiences, and perspectives in science has resulted in the needs of Black student populations being underserved. This small-scale qualitative study examines the self-reported pedagogies of three purposefully selected, successful science teachers, effectively utilizing culturally relevant and responsive pedagogies to improve Black student engagement and achievement in Ontario classrooms. Responses from participants recorded via Zoom using in-depth semi-structured interview protocols, along with additional notes taken in informal conversations, were inductively and deductively analysed. Three major themes emerged: successful teachers of Black students practice inclusion by incorporating Black references and experiences in classroom teachings, actively work to build empowering relationships with students and their caregivers, and are life-long learners, motivated and committed to supporting the academic, social, and cultural needs of their students. In addition, our findings suggest that science teachers, regardless of race, can promote Black student success through being critically reflexive practitioners and adopting culturally responsive strategies. As a result, these success stories can inform broader school administration policy regarding diverse student populations, and improve science teacher preparation and education programmes in Ontario and beyond.
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