ABSTRACT Culturally relevant pedagogy (CRP) is an approach to teaching that challenges the inequitable structures that create an education debt for minoritized students. Many studies of CRP in science education focus on teachers' philosophies and dispositions; fewer studies have focused on enacted teaching practice, such as the use of curricular resources. CRP requires that teachers take an oppositional stance toward curricula and actively reconstruct them to center the cultures of their students. In this study, we use ethnographic methods informed by Ladson‐Billings' original work to investigate one teacher's implementation of a large‐scale science curriculum in a Spanish‐English dual‐language immersion class that serves Latine students. We illustrate the teacher's enactment of the conceptions of CRP, showing how she drew from the curricular resources and also diverged from them at different grain sizes, including (a) in‐the‐moment divergence from prescribed teacher moves, (b) lesson‐level divergence from curricular activities, and (c) unit‐level divergence from curricular goals. These divergences reveal how the teacher translated her culturally relevant philosophies into unique classroom practices that she coconstructed with her students. In contrast to other approaches in science education that position curriculum as authoritative and ask teachers to implement it, often with fidelity, we instead argue that teachers should be supported to take a critical stance toward curriculum and diverge from it in ways that reflect their justice‐oriented philosophies, like CRP.
Miller et al. (Thu,) studied this question.