Against the grain: science education researchers and social justice agendas

• Published in: Cultural studies of science education Vol. 14; no. 2; pp. 283 - 292
• Main Author: Ridgeway, Monica L.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.06.2019; Springer; Springer Nature B.V
• Subjects: Advocacy; Critical Theory; Demographics; Disadvantaged; Economic Factors; Education; Educational History; Educational Researchers; Equal Education; Forum; Historical account; Moral Values; Race; Researchers; Science Education; Science Instruction; Social Change; Social Justice; Sociology of Education; Equity; Science education; Education researcher; Critical research; Social justice
• ISSN: 1871-1502; 1871-1510
• DOI: 10.1007/s11422-019-09939-6

This paper is written in response to Alberto J. Rodriguez and Deb Morrison’s article entitled, “Expanding and Enacting Transformative Meanings of Equity, Diversity and Social Justice in Science Education.” The authors provide a historical account of science education social justice research efforts within the USA and support the need to more critically incorporate social justice research agendas in science education. They summarize four main rationales used in science education research for engaging in equity, diversity and social justice: the economic, moral, demographic shift, and sociotransformative arguments. The authors remind researchers to consider systems of power and privilege when advocating for marginalized people, arguing that social justice should be embodied by the researcher and constantly be enacted within their work. The authors question why few have taken up social justice science education research. This paper expands on these authors’ arguments by offering a critical race analysis of the social justice construct in science education research. I conclude with suggesting the need to deconstruct whiteness within social justice science education research agendas.