Science Education Towards Social and Ecological Justice
Springer International Publishing (Verlag)
978-3-031-39329-7 (ISBN)
This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.
lt;p>Matthew Weinstein is a professor of science education at the University of Washington-Tacoma. He is the author of Robot World: Education, Popular Culture, Science and of Bodies Out of Control: Rethinking Science Texts with Nidaa Makki. His work draws on anthropology, cultural studies and political economy to analyze science education in and out of schools as forms of contested public culture
Larry Bencze is an Associate Professor Emeritus in science education at OISE, University of Toronto, having worked there since 1998 after working as a secondary school science teacher and school district science consultant for 15 years. He uses action research to promote and understand sociopolitical engagement through science and technology education.
Chapter 1: Introduction - Weinstein et al.- Chapter 2: Linking Science to Justice: The Case for Critical Realism - Ralph Levinson.- Chapter 3: Notes from an Engaged Science Researcher: Citizen Struggles for a Better Air Quality OR Stories of struggles and research - Chantal Pouliot.- Chapter 4: Promoting Critical & Altruistic Citizenship Through Science Education: A Contemporaneous Retrospective - Larry Bencze.- Chapter 5: Agency in contemporary educational contexts - Isabel Martins.- Chapter 6: Towards a Science/Education Praxis in the Trumpocene - Matthew Weinstein.- Chapter 7: Ethics, Globality and Science Education: Towards Decolonial Curriculum and Pedagogies - Lyn Carter.- Chapter 7: Summary & Conclusions -Weinstein et al.
| Erscheinungsdatum | 27.08.2023 |
|---|---|
| Reihe/Serie | Sociocultural Explorations of Science Education |
| Zusatzinfo | VIII, 213 p. 1 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 460 g |
| Themenwelt | Naturwissenschaften |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Schlagworte | Conscious Consumption • co-production of knowledge • Critical Discourse Analysis • Critical Realism • ecology education • engagement of science • environmental controversies • epistemological anesthesia • fortified knowledges • habitat destruction • notions of relationship to expertise • problematic power relations • progressive social justice politics • Science educators • Social and Ecological Justice education • social emancipation • stolen personal privacy • teachers' agency in contemporary educational contexts |
| ISBN-10 | 3-031-39329-5 / 3031393295 |
| ISBN-13 | 978-3-031-39329-7 / 9783031393297 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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