“This whole process has turned me into ‘that’ teacher!”: Teacher leaders in a post-truth era

Abstract

It is in this context of defunding and marketization that we began a collaborative research project with public school science teachers in early 2018. This project aims to better understand (and mitigate) the challenges they face as they work to enact a pedagogical praxis that links science to larger societal issues of inequality, oppression, and discrimination (i.e., a sociopolitical approach to science education (Tolbert and Bazzul 2017)).