Redefining Energy Justice in Physics Classrooms

Abstract

Energy is one of the fundamental topics taught in high school physics. However, energy continues to be taught as an abstract concept that removes itself from the social implications energy systems have on society, in particular toward Indigenous communities. Given the importance of integrating discussions around equity into our science courses, in this study we propose a way in which energy justice can be redefined and included in physics classrooms. Redefining energy justice into physics classrooms allows us to connect energy justice to existing energy physics curriculum and lessons plans. In Summer 2020, 22 physics teachers participated in a professional development that centered on discussions around energy and equity. We analyzed and coded teachers' dialogues and conversations around energy and equity to identify energy justice pillars. The energy justice pillars we identified formed the basis of an energy justice framework that redefines energy justice for physics classrooms. This energy justice framework allows us to bridge the separation between physics and social justice, as they continue to be viewed as two separate schools of thought in the field of physics.