ABSTRACT
Inequities in educational opportunity in science persist globally, privileging children and youth from white, middle and upper-class families with Eurocentric and English-speaking histories. This chapter explores the limits of current equity efforts in science teacher education, which are framed around calls for inclusion. Equity as inclusion is grounded in the extension of a set of static rights for high-quality learning opportunities for all students. However, this stance does not account for whose values undergird these rights and how they are enacted in practice. This chapter presents a rightful presence framework to guide the study and practice of science teacher education in justice-oriented ways. Using case study data from partner teachers’ classrooms, two key directions for research and practice are offered, including learning to notice and respond to student bids for rightful presence, and pedagogies of community ethnography.
