Abstract
ABSTRACT This study explores three science teachers’ sensemaking of justice-oriented science teaching, as they reflect on their science teaching practices in the framework of justice as redistribution, recognition, and representation. Drawing on a constant comparative analysis of data generated from group and individual conversations with the teachers, findings report that teachers’ initial understanding of justice and its practices were more aligned with the view of justice as redistribution. This understanding gradually evolved to encompass the view of recognition and representation as the teachers explored the meanings of the culture, politics, and power within their own context of science teaching. Implications are discussed about how to support teachers’ practices toward ‘justice-oriented’ – particularly in the context where the expectation of teacher accountability for curricular completion and student test results prevails.
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