Teaching science to transgress: Portraits of feminist praxis

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.     

The OFSTED Inspection Model: the views of LEA chief inspectors

This paper describes the results of an interview study of the reactions of local education authority (LEA) chief inspectors to the OFSTED inspection model and Handbook. Although inspectors generally commended the thorough nature of the inspection approach, substantial reservations were nevertheless expressed about certain aspects, particularly the logistics of conducting inspections. Inspectors’ views of the methods and procedures are discussed in the light of the implicit rationale of the model and the findings of an OFSTED‐initiated review of the first 100 OFSTED inspections. The paper concludes by suggesting that some of the fundamental assumptions underpinning the model should be questioned