Reimagining curricular content to reach equity-oriented goals in astronomy curricula

How can we shift what we teach in introductory astronomy classes to better support an equitable and inclusive classroom? A group of 11 physics teachers from various US states and teaching contexts meets monthly to talk about ‘decolonizing’ physics education – that is, decentering the white, male, Western narrative of the field. We develop, pilot, and reflect on lessons with a focus on three pillars: connect the curricula with our students’ personal and cultural histories, encourage our students to understand the important connections between science and humanity, and address buried histories. Although it is impossible for us to completely decolonize physics and astronomy education given our privilege and the institutional structures we inhabit, our aim is to move towards a curriculum that opens the conversation. Here, I apply this approach to astronomy education. I explore ways we can refine what is traditionally taught in an introductory astronomy class and offer suggestions for our growth as teachers in understanding astronomy’s connection to structures of privilege.