Anti-oppressive science teaching: an investigation of intermediate and secondary science teachers' views and practices

Whether via outright abuse, exploitation, neglect, or exclusion, the oppression of marginalized identities within science is a long-standing and well-documented phenomenon. In the absence of intentional and concerted efforts, school science programs can perpetuate this oppression. Anti-oppressive pedagogy is a set of theories and practices which seeks to challenge this, to dismantle oppressions within and beyond the classroom, and to liberate students. The purpose of this research study was to examine teachers’ views on and use of anti-oppressive teaching in intermediate-secondary science classrooms in Newfoundland and Labrador. The study employed a mixed methods design, which incorporated a digital questionnaire and semi-structured interviews with science teachers. The results demonstrated significant variability among local teachers' perspectives. Several participants expressed a lack of awareness in relation to oppression in science, and some expressed resistance to engaging with such topics in their classes. There was also considerable disparity observed in terms of teachers’ reported implementation of anti-oppressive teaching practices. Overall, findings indicated that the integration of these practices within local intermediate and secondary science programs is severely limited. The study revealed several factors which influence teachers' engagement with anti-oppressive teaching. Consideration of these factors, together with existing literature, illuminated some key actions for advancing anti-oppressive science teaching and promoting equity in science.