摘要：This piece examines the formulation of political activity among science teachersduring a time of rising global movements. Situated amidst continuous calls for educational reform, specifically for science teaching and learning (Bang et. al, 2012;Carter, 2005), this work forwards an argument to explicitly cultivate the political activity of teachers asa means to engage a justice centered science (Morales-Doyle & Gutstein, 2019; Strong, 2017). The development of teacher identity (Avraamidou, 2016)in connection with the political economy of schools and society is examined througha concept of personhood (Stetsenko, 2012), positing that socialchange and activism is formative and integral to human nature. Using grounded theory approach, we analyzed educators' responses from dialogic interviews regarding science education in the context of a large, urban district, and situate teacher articulations and positionality regarding informal and formal science education. These articulations elucidate forms of political engagement in the context of a socio-political history of colonialism, capita lism, and imperialism (Muteg, 2011). This piece presentsa heuristic in order to widen a view of science teacher articulations and enactments -callingattention to the time and support necessary to develop a transformative activist stance (Stetsenko, 2011).
关键词：Science education ;political activity ;teacher development ;personhood ;activism
