This study situated in a Southern resegregated Black middle school.
It involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy.
Two questions guided the study:
(1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and
(2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices?