EduCon 2.9

We will have a conversation discussing initial thoughts about a collaborative project that involved the implementation of racial literacy skill-building in a project-based science class and our experiences as a science teacher, students, and an educational researcher. We hope to center the voices of students as they engage in a curricula that accesses personal narratives alongside content-focused learning. We, as teacher researchers, also hope to share the benefits and challenges of combining theory and practice in the classroom.

Some of the questions we will explore include: How do high school students in an urban public school experience the teaching of racial literacy skills in a project-based science class? How do high school students in an urban public school describe the meaningfulness of the work they produce when introduced to racial literacy in a project-based science class? What are best practices for a science teacher in an urban public school who wants to facilitate conversations about racial stress in high school science classes? How can project-based learning support a science teacher in an urban public school who includes the development of racial literacy skills in the science curriculum?