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<p>This case study explores how three White teachers from a rural, diverse U.S. district engaged in sustained collaborative discussion to adapt their science instruction using Gholdy Muhammad’s (2020) <i>Cultivating Genius</i> framework. The teachers demonstrated their use of sociopolitical consciousness as a resource for adapting lessons and reflecting on those adaptations. We built from the assumption that teachers have a wealth of resources, including sociopolitical consciousness, to build and innovate pedagogy. We used qualitative thematic coding to analyze 14 teacher-led 50-min discussions over 5&#xa0;months. The analysis centered on discussions of instructional adaptations, coded first by Muhammad’s pursuits and then by Freire’s levels of sociopolitical consciousness: (1) awareness&#xa0;of social and political contradictions; (2) motivation--the ability to imagine alternative possibilities; and, (3) action&#xa0;to alter power relationships. Finally, transcripts were reviewed to select representative examples of each theme. Based on teachers’ familiarity, the lesson adaptations were informed by the features of project-based learning: a driving question, sustained inquiry, student collaboration, artifact development, and a culminating solution to the driving question. As researchers took observant roles in each discussion, the teachers responded to one another—not the researchers—and fostered an ongoing understanding of what the pursuits offered them toward understanding their teaching. Findings highlight the potential of teachers’ sociopolitical consciousness as a pedagogical resource. Implications are for further research on eliciting existing teacher sociopolitical consciousness and co-development of those resources.</p>

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Investigating How Teachers’ (Existing) Sociopolitical Consciousness Serves as a Resource for Adapting Science Materials to Bring in Pursuits of Criticality and Identity

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月19日

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  • Elizabeth Idowu Ayano,
  • Emily Adah Miller,
  • Tingting Li

摘要

This case study explores how three White teachers from a rural, diverse U.S. district engaged in sustained collaborative discussion to adapt their science instruction using Gholdy Muhammad’s (2020) Cultivating Genius framework. The teachers demonstrated their use of sociopolitical consciousness as a resource for adapting lessons and reflecting on those adaptations. We built from the assumption that teachers have a wealth of resources, including sociopolitical consciousness, to build and innovate pedagogy. We used qualitative thematic coding to analyze 14 teacher-led 50-min discussions over 5 months. The analysis centered on discussions of instructional adaptations, coded first by Muhammad’s pursuits and then by Freire’s levels of sociopolitical consciousness: (1) awareness of social and political contradictions; (2) motivation--the ability to imagine alternative possibilities; and, (3) action to alter power relationships. Finally, transcripts were reviewed to select representative examples of each theme. Based on teachers’ familiarity, the lesson adaptations were informed by the features of project-based learning: a driving question, sustained inquiry, student collaboration, artifact development, and a culminating solution to the driving question. As researchers took observant roles in each discussion, the teachers responded to one another—not the researchers—and fostered an ongoing understanding of what the pursuits offered them toward understanding their teaching. Findings highlight the potential of teachers’ sociopolitical consciousness as a pedagogical resource. Implications are for further research on eliciting existing teacher sociopolitical consciousness and co-development of those resources.