Womanist pedagogy and Black women’s science teaching

Abstract

Racism, sexism, and classism at the societal level permeate all levels of education, and conversely, schooling reproduce social inequity. These inequities are compounded by the objective, apolitical approach that some teachers bring to science teaching. Research shows that Black female teachers continue to be more comfortable and committed to working in schools with Black and Brown students. This study presents qualitative data exploring how 21 Black women science teachers at various levels of expertise discuss and practice Womanist Pedagogy. I argue that Black women science teachers would benefit greatly from learning about the pedagogical practices of Black women teachers from the past, learning that they are not alone in the fight for classrooms built with love and informed by their lived racialized, classed, and gendered experiences. The tenets of Womanist Pedagogy can be used as a tool to showcase the power Black women bring to the science education community.