How Can DNA Help Exonerate: Flipping a Traditional DNA Crime Lab to Center Issues of Social Justice
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| Title: | How Can DNA Help Exonerate: Flipping a Traditional DNA Crime Lab to Center Issues of Social Justice |
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| Language: | English |
| Authors: | Osuga, Hanako, Foster, Jason, Chowning, Jeanne Ting |
| Source: | Science Teacher. Jul-Aug 2022 89(6):20-28. |
| Availability: | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Genetics, Crime, Social Justice, Laboratory Procedures, Teaching Methods, Justice, Secondary Education, Biology, Biotechnology, Blacks, Minority Groups, Disadvantaged, Power Structure |
| ISSN: | 0036-8555 1943-4871 |
| Abstract: | Increasingly, science teachers are seeking phenomena that will allow them to explore both scientific content and socially relevant issues. The authors describe a series of lessons that (1) model the exoneration of wrongly convicted individuals using the science of DNA analysis and (2) contextualize individual cases within a larger system where Black people and other people of color are disproportionately incarcerated. By simply flipping a popular forensics scenario from establishing guilt to proving the innocence of someone wrongfully convicted, teachers can situate student learning in a contemporary social justice phenomenon that fosters critical analysis and that is also academically rigorous (Mackenzie 2020; Morrison, Bell, and Rhinehart 2019). |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Access URL: | https://www.nsta.org/science-teacher/science-teacher-julyaugust-2022/how-can-dna-help-exonerate-those-wrongly-convicted |
| Accession Number: | EJ1354649 |
| Database: | ERIC |
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| Abstract: | Increasingly, science teachers are seeking phenomena that will allow them to explore both scientific content and socially relevant issues. The authors describe a series of lessons that (1) model the exoneration of wrongly convicted individuals using the science of DNA analysis and (2) contextualize individual cases within a larger system where Black people and other people of color are disproportionately incarcerated. By simply flipping a popular forensics scenario from establishing guilt to proving the innocence of someone wrongfully convicted, teachers can situate student learning in a contemporary social justice phenomenon that fosters critical analysis and that is also academically rigorous (Mackenzie 2020; Morrison, Bell, and Rhinehart 2019). |
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| ISSN: | 0036-8555 1943-4871 |
