Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education

If we envision a future for Black young learners where their full humanity is honoured and educators facilitate rigorous science, technology, engineering, and mathematics (STEM) learning experiences that are justice-focused, we must disrupt systemic racism now. In this article we discuss how anti-Blackness is pervasive in science and mathematics education, especially for young learners. We also address why teacher educators must disrupt anti-Black racism in our work with elementary teacher candidates and in our research. We argue that to do this work and disrupt anti-Blackness, elementary teacher educators and teacher candidates need political clarity (Beauboeuf-LaFontant, 1999). Political clarity is the understanding of how structural and school inequalities work to (re)produce differential learning experiences for minoritized learners. We offer suggestions for how teacher educators can further develop their teacher candidates’ political clarity. Drawing upon our prior research, course assignments, and experiences as Black women educators and teacher educators, we share examples of how an individual’s political clarity can be developed within science and mathematics methods courses. In doing so, we build upon prior research in STEM teacher education on how teachers come to see teaching as a political act and engage in the hard work of equity-focused STEM teaching.