The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice‐centered physics teaching, this article pushes past the “equity as access” narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice‐centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African‐American community historically harmed by environmental racism. Critically evaluating curricular documents, I juxtaposed the traditional goals of physics learning with respect to definitions of community needs and assets. Simultaneously, I investigated the ways in which canonical physics knowledge dialectically interacts with interdisciplinary knowledge throughout the defining, investigating, and intervening phases of the YPS cycle. Throughout this process, I considered how physics learning provides opportunities to either reproduce or transform existing power relations within the sociopolitical and environmental schema of the community. The critical understandings constructed from this study frame what it takes to repurpose physics teaching and learning for environmental justice, specifically emphasizing the agentic pedagogical and curricular decisions teachers must negotiate to transform physics education for liberatory purposes.

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挑战物理教学的界限：如何将物理教育转变为以正义为中心的目标

美国黑人在物理学领域的代表性不足问题长期存在，似乎限制了物理教育者在概念化和追求物理教学公平方面的集体想象力。本文借鉴了一项以正义为中心的物理教学前景的教师研究，通过将物理教育重新想象为一种解放实践，超越了“公平即机会”的叙述，走向更广阔的公平和正义愿景。因此，本研究探讨了通过青年参与科学（YPS）项目扩展物理学习边界以拥抱以正义为中心的课程时出现的复杂性。这个 YPS 项目是在一所城市公立高中的新生物理课程中教授的，让学生为历史上受到环境种族主义伤害的非裔美国人社区设计太阳能系统。我批判性地评估了课程文件，将物理学习的传统目标与社区需求和资产的定义并列起来。同时，我研究了在 YPS 周期的定义、调查和干预阶段中规范物理知识与跨学科知识辩证地相互作用的方式。在整个过程中，我考虑了物理学习如何提供在社区的社会政治和环境模式中复制或转变现有权力关系的机会。从本研究中构建的批判性理解框架需要重新调整物理教学和学习的环境正义目的，特别强调教师必须协商的代理教学和课程决策，以实现解放目的转变物理教育。