Motivation in the Science Classroom: Through a Lens of Equity and Social Justice

Students in the science classroom learn that science makes right, which devalues (whether inadvertently or very purposefully) other non-scientific areas of study and largely works against ideas of collectivism and community especially as science “rises to the top” in collaborative partnerships and interdisciplinary research and service. Applying feminist theory and social justice pedagogy within the chemistry classroom can help focus the student’s learning experiences away from hierarchical outcomes that perpetuate discriminatory practices toward change agency and the pursuit of equity, especially in regard to the design of safer chemicals. Most would agree that it is not ethically acceptable to continue to design and produce chemicals that cause adverse human health effects and environmental pollution; however, changes in the chemistry classroom to redirect this outcome has been slow. Emphasis on designing safer chemicals driven by the precautionary principle can advance the role of students and teachers as change agents in their communities.. When considering feminist theory and social justice pedagogy in the chemistry classroom, classrooms become inclusive and learning outcomes shift toward focusing on how to reduce health disparities due to chemical exposures and how to interact with systems of domination and decision making in the workplace and beyond. New chemistry curriculum is needed in these areas to help prepare a new generation of “precautionary principle chemists” who will advocate for all of our communities.

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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