A scoping review conducted by the Canadian Curriculum Theory Project—which is led by University of Ottawa Faculty of Education Professor Nicholas Ng-A-Fook—highlights the need for a more inclusive science curriculum to address racism and misconceptions in science education. The researchers examined research activity and practice on anti-racism and science education in Canada, especially in the area of genomics and genetic education literacy. The review identified several areas across the educational system where the curriculum or institutional structure reinforced or failed to address racist myths in science and limited the opportunities for members of non-white, equity-seeking communities. The review calls for science educators to co-create a more inclusive science curriculum and sets the groundwork for research and policy initiatives that would support more equitable teaching and learning environments.
