Empowering Science Learners: Co-Constructing a Culturally Sustaining Curriculum

I'm excited about participating in the Institute because I believe deeply in the power of teaching not just about social issues, but teaching through doing, enabling students to design and carry out real-world social-action campaigns, rather than just engage in abstract discussion. The experiential model promoted by the Institute, where students investigate issues, build power, strategize, launch campaigns, and reflect, aligns with my pedagogical vision. In particular, as someone working in science education, I'm eager to explore how a course can combine scientific literacy with social responsibility: helping students understand and address inequities, injustices, or barriers in science education or access through collective, democratic action. Participating in the Institute will provide structured guidance, grounded resources, and community support for turning that vision into a workable course or workshop series.

Additionally, I value the promise of being part of a broader community of educators committed to "doing democracy", sharing experiences, learning from others, and building momentum for social-action pedagogy across disciplines. Given that the Institute does not simply model a course but supports participants to develop a concrete teaching plan, I see this as the ideal opportunity to bring my concept from idea into reality.

In this workshop series, participants will engage in collaborative, democratic inquiry into how science education is shaped by culture, power, and structural inequities and then work together to design and launch a social-action campaign to transform science teaching practices or access to science learning in their campus or community.

Through a combination of readings, reflection, group discussion, and project-based assignments, students will:

1) Examine systemic barriers in science education (inequities in access, representation, resources; exclusion of marginalized histories and epistemologies; lack of culturally sustaining pedagogies),

2) Explore theories of social justice, educational equity, and community-centered pedagogy,

3) Identify a concrete issue or need within their school, community, or environment related to science education or access,

4) Develop a campaign plan, including goal-setting, power mapping, strategy and tactics, outreach, and evaluation,

5) Launch and lead a campaign during the semester (e.g., advocating for curriculum change, creating community science-workshops for underrepresented groups, establishing mentoring/tutoring networks, or improving access to lab resources),

6) Reflect on and evaluate outcomes, challenges, and next steps.

The goal is to empower learners not only to understand science in context, but to practice civic engagement and collective action, thereby making science education more inclusive, just, and community responsive.

Tajma Cameron

Assistant Professor in Science Education

Department of Advanced Studies, Leadership and Policy

Morgan State University