Energy is one of the fundamental topics taught in high school physics. However, energy continues to betaught as an abstract concept that removes itself from the social implications energy systems have onsociety, in particular toward Indigenous communities. Given the importance of integrating discussionsaround equity into our science courses, in this study we propose a way in which energy justice can beredefined and included in physics classrooms. Redefining energy justice into physics classrooms allows usto connect energy justice to existing energy physics curriculum and lessons plans. In Summer 2020, 22physics teachers participated in a professional development that centered on discussions around energyand equity. We analyzed and coded teachers’ dialogues and conversations around energy and equity toidentify energy justice pillars. The energy justice pillars we identified formed the basis of an energy justiceframework that redefines energy justice for physics classrooms. This energy justice framework allows usto bridge the separation between physics and social justice, as they continue to be viewed as two separateschools of thought in the field of physics.
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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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- Award ID(s):
- 1936601
- NSF-PAR ID:
- 10330265
- Editor(s):
- Bennett, M. B.; Frank, B. W.; Vieyra, R.
- Date Published:
- Journal Name:
- Physics Education Research Conference Proceedings
- Page Range / eLocation ID:
- 191 to 196
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1119/perc.2021.pr.Huynh
