Multiple frameworks can support you in orienting science toward goals that sustain our world. Each has its advantages, attributes, and assumptions. Rather than ascribing to one framework, we aim to be inclusive of many and explicit about the equity and justice frameworks that underlie each tool and resource on this website. Here are two we draw on:
April Luehmann, Yang Zhang, Heather Boyle, Eve Tulbert, Gena Merliss, & Kyle Sullivan, (2023), JuST Framework
Drs. Thompson, Mawyer, Johnson, Scipio, & Luehmann, (2021) C2AST Framework
C2AST framework
Principle 1
Recognizing our own and other’s worlds and developing critical consciousness
Principle 2
Learning and prioritizing students’ communities and cultures
Principle 3
Designing for each student’s full participation in the culture of science
Principle 4
Challenging the culture of science through social and restorative justice
2 & 3 Dominant View: Access, Inclusion, Achievement
1 & 4: Critical View: Identity, Power, Political
Here are some additional frameworks, inspirations, and tools that can help stretch your ideas about teaching and learning.
- Learning in Places frameworks support learning with ecological systems, nature-culture relations, and field-based science.
- Gutierrez, R. 2002, video. In general, we have found it helpful to differentiate between dominant perspectives on equity, which attend to issues of access, opportunity, and achievement, and less common critical perspectives of equity that include attention to students’ multiple and intersecting identities, issues of power, and political implications. Both are necessary.
- Philip and Azevedo’s (2017) categories of equity discourses to differentiate between equity and access goals compared to justice-oriented, transformative goals for science education. They describe justice as expansive spheres of action.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995