A Call to Action

We believe that today’s science teacher educators and science teachers have a responsibility to prepare students who can critically examine and develop solutions to community level social-justice science issues. Doing so positions students to “rewrite the world” as opposed to solely being able to “read the world”. This shift requires science teachers to engage in transformative justice-centered science education, which we consider a “futures” approach to science teaching and learning. Conceptually, a “futures” approach prepares students to navigate pressing social justice issues; issues that consistently produced and reproduced inequities for members of marginalized communities.