![]() ![]() ![]() We then explore topics, such as the ways in which systemic racism impacts infrastructure that leads to eco-justice issues such as the Flint water crisis. Water is Life (PBL)- Middle School Earth Science and High School Environmental Science: We begin by discussing the importance of land acknowledgments and then discuss how Indigenous water protectors have continued to resist and persist in protecting not only their sacred lands, but also Earth’s waterways. Examples of connected and interdisciplinary science lessons:ġ. This begins with acknowledging and challenging the curricular violence that pushes students of color out of the STEM pipeline and being intentional in the ways in which I design curriculum by using every opportunity to include counterstories that are not generally included in STEM curricula. Concealed stories and resistance stories are counterstories that can help to deconstruct oppressive institutional patterns and practices that stock stories support by bringing to light historical examples to generate new ideas and practices in the present that challenge racism and work for social justice (Bell, 2019). These counterstories are firsthand narratives of marginalized groups that can be used to share the lived experiences of oppressed groups and challenge the dominant discourse.Īs a science educator, I am passionate about engaging my students in real-world project-based and problem-based learning (PBL) as opportunities to introduce counterstories in the classroom. Though stock stories are prevalent in society, they can be challenged by concealed stories and resistance stories that voice the counteracting knowledge generated within communities of color. As educators, we can center the strength and joy of Black and Brown communities to push back against the dominant narrative-or stock stories-that exist and operate in everyday narratives to legitimize the perspectives of the dominant white racial group in our society that affirms the fallacy of white superiority (Bell, 2019). Too often, mainstream curriculum pushes students of color to the margins of classrooms. Rather than functioning as a silo, classrooms can thrive when they are connected to the lives of students and the community. Teaching in isolation, detached from history, culture, and community does not serve Black and Brown children, nor does it cultivate their brilliance. ![]()
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