In our May 2021 opening article for the column Just Physics?, we posed two questions:
What does it mean to think beyond just physics, specifically, to think about physics and physics education in the context of the social and political realities of the world?
What constitutes just physics, i.e., what does physics for justice look like?
References
1.
D.
Iyer
and S.
Wachowski
, “New column on justice issues in physics and physics education
,” Phys. Teach.
59
, 376
(May 2021
).2.
3.
M.
Lazarova
, “I'm still standing
,” Phys. Teach.
59
, 506
(Sept. 2021
).4.
R.
Watson
, “Navigating the canyon to redefine belonging as a metric for inclusion
,” Phys. Teach.
59
, 588
(Oct. 2021
).5.
M.
DiPenta
, “Leaving the ‘One True Path’: Teaching physics without single correct answers
,” Phys. Teach.
59
, 666
(Nov. 2021
).6.
J. S.
Martins
, S. N.
Belleau
, and V. K.
Otero
, “PEER Physics: An evidence-based framework for inclusive physics curricula
,” Phys. Teach.
59
, 730
(Dec. 2021
);M.
Sullivan
, “Getting schooled in physics the hard way: A long journey to an inclusive pedagogy
,” Phys. Teach.
60
, 236
(March 2022
);M.
Richard
, “Rooted in their reality: Driving question boards as a tool for equity
,” Phys. Teach.
60
, 316
(April 2022
).7.
S. S.
Erickson
, “The game of grades and the hidden curriculum
,” Phys. Teach.
60
, 398
(May 2022
).8.
M.
Girmscheid
, “Advocating for access
,” Phys. Teach.
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, 76
(Jan. 2022
).9.
D.
Iyer
and S.
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, “Reflecting on a difficult year
,” Phys. Teach.
60
, 156
(Feb. 2022
).10.
The very notion of “we” is based in power structures. Those with power and privilege become the “we,” making decisions for those who are disempowered and disenfranchised. Making “we” inclusive requires demolishing imposed hierarchies and relinquishing power.
11.
Nod to Mylène DiPenta for the notion of “teaching doing physics” rather than “teaching physics.” The latter almost automatically makes us think of “physics” as static and preordained.
12.
We deliberately use this jarring term to point to its uncritical use in notions such as “quantum supremacy”; see, e.g., McKay, “Why we need to get over ‘quantum supremacy’, ” https://tinyurl.com/7hdepv4z.
13.
See, e.g., the Decolonising Science reading list by Prescod- Weinstein and others, and various other readers such as the Handbook of Science and Technology Studies (MIT Press).
14.
https://scienceforthepeople.org; see also associated magazine at https://magazine.scienceforthepeople.org.
15.
https://esjp.org/; see also associated journal,
International Journal of Engineering, Social Justice, and Peace
(English and Portuguese).19.
We refrain from using “decolonial” since a true decolonization would imply a return of stolen land, resources, and artifacts, and even though we wish to see a move towards genuine decolonization, most social justice-oriented frameworks and interventions are not that
. See, e.g., E.
Tuck
and K. W.
Yang
, “Decolonization is not a metaphor,” Decolonization: Indigeneity, Educ. Soc.
1
, 1
–40
(2012
).20.
Just Physics? Idea Submission Form
, https://forms.gle/JJik2qaw2GLGeViL7.© 2022 Author(s). Published under an exclusive license by American Association of Physics Teachers.
2022
Author(s)
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