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To position ourselves toward justice-oriented science teaching, we must first reflect on how and for whom both education and science have historically been and continue to marginalize certain groups. We need to examine how these injustices are often normalized and reproduced through structures and power systems into a culture that leaves many students on the margins. We have to first learn what we need to unlearn, so that we can unlearn it.
Critical consciousness represents people’s critical analysis of social injustice as well as their motivation and action to challenge social injustices (Watts et al., 2011). Engaging in critical reflection, critical motivation, and critical action is central to the practice of teaching and learning (Gay & Kirkland, 2003). There is always work to be done.
To continue developing your own critical consciousness:
The Live Your Values Card Deck can help you identify, reflect on, and integrate your core values.
University of Michigan’s Equitable Teaching Group’s self-reflection activities and anti-racist pedagogy guidance supports instructors in creating inclusive equitable classrooms that can be adapted for K-12 teaching practices. Look for the personal identity wheel and social identity wheel if you want a refresher for thinking about your own identities!
Learning for Justice is a Southern community education program that aims to collaborate with communities to act as a catalyst for racial justice in the South and beyond. Their social justice standards are widely used and may be helpful for sparking your own critical reflection and motivation.
References, if you'd like to learn more
Diemer, M. A., Frisby, M. B., Pinedo, A., Bardelli, E., Elliot, E., Harris, E., … Voight, A. M. (2020). Development of the Short Critical Consciousness Scale (ShoCCS). Applied Developmental Science, 26(3), 409–425. https://doi-org.proxy.lib.umich.edu/10.1080/10888691.2020.1834394
Gay, G., & Kirkland, K. (2003). Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education. Theory Into Practice, 42(3), 181–187. https://doi-org.proxy.lib.umich.edu/10.1207/s15430421tip4203_3
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 43–57. https://doi.org/10.1002/cd.310
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