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To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

This chapter employs multiple frameworks to establish the need for and the promise of culturally inclusive science literacy strategies for urban United States contexts. Relevant frameworks for inclusive science education include (but are not limited to) science literacy by discourse norms found in Next Generation Science Standards (NGSS), American Association for the Advancement of Science (AAAS) and National Research Council (NRC) reform documents and Culturally Responsive Pedagogy. Science education research has demonstrated that traditional notions of literacy have historically led to exclusion of diversity among successful science students. In part, an assessment driven narrow representation of science in schools has led to a growing opportunity gap for children of colour, particularly in urban settings in the United States. Culturally based best practices in teaching science literacy can aid in the achievement of underrepresented science students as research continues to demonstrate the need for culturally relevant curriculum materials which recognise diverse cultural perspectives and contributions in science.