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Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness aboutcritical emotional pedagogyandcritical emotional literacyas 2 additional tools that are likely to augment teachers and researchers’ professional tool kit when interested in building a culturally inclusive and socially relevant learning environment. [ABSTRACT FROM PUBLISHER]

Argues the need to reexamine the roles of researchers and science teachers in order to address the reproduction of social and educational inequalities in U.S. schools. Tendency of student teachers to resist social change and educational reform; Hypothesis that courage has been the missing element in education reform; Strategies used by teacher educators to counter resistance to learning to teach for diversity.

Explores the contradictions in the National Science Education Standards on ethnicity in the United States. Exclusion of ethnic groups in science and technology related courses; Use of student-centered and collaborative methods of teaching; Problems in reporting science academic achievements of Asian and Latino students; Advantages of the application of the standards.