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Title: Physics teachers’ framings of the relationship between equity and antiracism
With the ongoing antiracism movement in the United States, there is a call for physics teachers to incorporate equity-based and antiracist activities and curricula into their classrooms. In an online summer professional development course for high school physics teachers, we listened to participants define and compare antiracism and equity. We identified three framings (dual, part-whole, and developmental) that characterize these high school physics teachers' conceptions of the relationship between equity and antiracism. The framings offer insights into physics teachers' notions of anti-racist practice in relation to equity and their concerns regarding enacting equity and antiracism in teaching practice.
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Bennett, M. B.; Frank, B. W.; Vieyra, R.
Award ID(s):
Publication Date:
Journal Name:
Physics Education Research Conference Proceedings
Page Range or eLocation-ID:
191 to 196
Sponsoring Org:
National Science Foundation
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