ABSTRACT
In this collaborative chapter, we focus on our teaching experiences with culturally responsive and sustaining science education in our public schools when the COVID-19 pandemic and protests against anti-Blackness hit New York City in 2020. We look at our analysis of our reflections on “Stories from the Field,” a conversational routine at our professional learning group meetings where teachers share observations and insights about teaching in the context of culturally responsive and sustaining science education. Together, we explore, What do teachers notice when reflecting on their stories during the pandemic? How do teachers engage in sensemaking of their teaching and learning experiences during a time of disruption and transformation?
