Foregrounding Intersectionality in Considerations of Diversity: Confronting Discrimination in Science Teacher Education

Abstract This paper contributes to a small but significant body of research addressing issues prejudice in science education. It is written the form critical incident analysis that uses framework intersectionality examine deficit ideologies and biases inherent as knowledge well teacher If left unchecked, these prejudices can filter through into school education, reinforcing stereotypes who contribute field science. The makes call for educators support candidates they move past an academic understanding diversity education their personal dispositions. Suggestions are made approaches be adopted facilitate forms deconstruction necessary progress this area.