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In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates' virtual microteaching experiences. This study's conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students' cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.

In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom. This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators. Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career and the classroom practices that they employed. Data sources included two semi-structured interviews with each participant and artifacts from the teacher preparation program and their science classrooms. We lifted up the voices and experiences of teachers through narrative inquiry and, two major themes emerged from their stories. Findings revealed that the participants were inspired to serve as role models and positioned themselves as extended family members for Black and Brown children to realize their potential. Findings also highlighted the significance of centering abolitionist teaching in the science teacher preparation program to equip and position these teachers to resist marring practices within their schools. We argue that educational reform efforts must acknowledge the value that Black teachers bring to science classrooms and create retention initiatives that protect and support them. [ABSTRACT FROM AUTHOR]