Transformational equity-centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs are currently inadequately preparing elementary leaders in rigorous pedagogies involving science education. Although the role of principals is often not discussed concerning science implementation in elementary education, principals play a critical role in science decision-making. In this study, the authors present a case study of one elementary principal who also served as an othermother. Othermothers have been described as those who share mothering responsibilities in Black communities. Through interview transcripts, field notes, and social network data, the authors examine how this othermother cared for her students and community by advocating for science instruction. By strategically navigating the socio-political and policy climate and drawing on her authentic relationships, this othermother was critical in implementing a science agenda for elementary science. Three themes that emerged from the data analysis are, (1) othermothers view science as a potential means to transform lives and fulfill the needs of the local community, (2) science policies (i.e., federal, state, and local) can limit the potential of the vision of science an othermother has for the community, (3) othermothers draw on their community to guide equitable science instruction. Overall, othermothers have visions for what science can do. However, they cannot counter the status quo individually. Collective action among educators in various roles is one means of moving an equity agenda concerning science education forward.

中文翻译：

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孩子们的科学：基础科学网络中的其他领导力

以公平为中心的变革性科学教育要求科学教育领域和学校领导层认真考虑小学校长为领导科学教育而提供的有限准备。迄今为止，除了与学校文化和氛围相关的传统组织理论之外，还没有做出什么努力来培育跨学科课程；学习科学；和监督。目前，学校领导力项目在涉及科学教育的严格教学法方面对小学领导者的培养还不够。尽管在基础教育中的科学实施中，校长的作用常常没有被讨论，但校长在科学决策中发挥着关键作用。在这项研究中，作者对一位同时担任另一位母亲的小学校长进行了案例研究。其他母亲被描述为在黑人社区中分担母亲责任的人。通过采访记录、实地记录和社交网络数据，作者研究了这位母亲如何通过倡导科学教学来关心她的学生和社区。通过战略性地驾驭社会政治和政策环境并利用她真实的关系，这位母亲在实施基础科学的科学议程方面发挥了关键作用。数据分析得出的三个主题是：（1）其他母亲将科学视为改变生活和满足当地社区需求的潜在手段，（2）科学政策（即联邦、州和地方）可以限制其他母亲对社区的科学愿景的潜力，（3）其他母亲利用社区来指导公平的科学教学。总的来说，其他母亲对科学的作用有着自己的愿景。然而，他们无法单独对抗现状。不同角色的教育工作者之间的集体行动是推动科学教育公平议程的一种手段。