Promoting critical science agency (CSA) may be one way to promote educational justice. CSA is using science with other powerful forms of knowledge to address issues of injustice. However, the process of enacting CSA is always embedded within a sociopolitical context, which positions some students with more power than others. Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact CSA. Findings show as the students enacted collective CSA, they were responding to unmet students' needs grounded in systems of power operating within their classroom. Throughout the engineering design process, students' understandings of their defined issue of injustice was both refined and critical to their technical and social design considerations. Finally, as the groups enacted CSA, power hierarchy disruptions, though incomplete, through the recognition of students' expertize and distributing roles, supported their efforts to address their class‐wide concerns. These findings highlight how restructuring power hierarchies supported youth enacting collective CSA, which then further supported them in reshaping their classroom community to be more justice‐oriented.

中文翻译：

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批判科学机构和权力等级制度：重组群体内部的权力，以解决群体之外的不公正现象

促进批判科学机构（CSA）可能是促进教育公正的一种方式。CSA正在利用具有其他强大知识形式的科学来解决不公正问题。但是，制定CSA的过程始终嵌入社会政治环境中，这使一些学生比其他学生更有能力。本研究以关注权力的社会实践理论分析镜头为基础，并使用关键的参与式人种志方法，研究了中学生在努力完成设计挑战以使其课堂社区更加可持续发展时如何重构权力层次结构，以及权力如何层次结构调整影响了学生制定CSA的机会。结果表明，随着学生制定集体CSA，他们正在对未满足的学生的 需要基于教室内运行的电源系统。在整个工程设计过程中，学生对他们所定义的不公正问题的理解对于他们的技术和社会设计考虑既是完善的又是至关重要的。最后，随着各团体制定了CSA，通过承认学生的专业知识和分配角色，权力等级的中断虽然不完整，但仍支持他们解决全班级问题的努力。这些发现凸显了重组的权力等级制度如何支持青年制定集体CSA，从而进一步支持他们重塑课堂社区，使其更加公正。对于他们定义的不公正问题的理解对于他们的技术和社会设计考虑既是完善的又是至关重要的。最后，随着各团体制定了CSA，通过承认学生的专业知识和分配角色，权力等级的中断虽然不完整，但仍支持他们解决全班级问题的努力。这些发现凸显了重组的权力等级制度如何支持青年制定集体CSA，从而进一步支持他们重塑课堂社区，使其更加公正。对于他们定义的不公正问题的理解对于他们的技术和社会设计考虑既是完善的又是至关重要的。最后，随着各团体制定了CSA，通过承认学生的专业知识和分配角色，权力等级的中断虽然不完整，但仍支持他们解决全班级问题的努力。这些发现凸显了重组的权力等级制度如何支持青年制定集体CSA，从而进一步支持他们重塑课堂社区，使其更加公正。