Abstract
This study employs a qualitative case study approach of one elementary preservice teacher as a critique of neoliberal ideology on teacher education for equity and teaching Black children. The study specifically seeks to understand the role of science teacher education in the preparation of an elementary teacher candidate and her learning about sociocultural perspectives in science education and how her ideas about teaching converge within the larger framing of neoliberal ideology. Sociocultural perspectives are defined broadly to include diversity, equity, and identity with a neoliberal ideology to focus on how the teacher candidate talks about equity issues and the teaching of Black children. The case is constructed using multiple course artifacts collected over one semester (i.e., reflective papers, informal conversations, and a semi-structured interview). The case study discusses the importance of science teacher education in the preparation of teacher candidates for classroom practice where sociocultural perspectives are given attention and how neoliberal ideology may impact teacher candidates’ teaching and learning of science in culturally and racially diverse classrooms.
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This manuscript is a part of the special issue Science Education and the African Diaspora in the United States, guest edited by Mary M. Atwater and Jomo W. Mutegi.
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Mensah, F.M. Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students. Cult Stud of Sci Educ 17, 9–29 (2022). https://doi.org/10.1007/s11422-022-10111-w
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DOI: https://doi.org/10.1007/s11422-022-10111-w