scholarly journals Serious Play: Inflecting the Multicultural Science Education Debate Through and for (Socratic) Dialogue

2020 ◽  
pp. 81-129
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Meaning Making ◽  
Socratic Dialogue ◽  
Cultural Backgrounds ◽  
Moral Imperative ◽  
Indigenous Science ◽  
Sources Of Knowledge ◽  
Multicultural Science Education ◽  
Gate Keeping ◽  
To Come

AbstractThe purpose of this chapter is to differentially revisit the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gate-keeping device for Indigenous science to-come, by inflecting it with a potentially less oppositional mode of meaning-making: serious play. Within this debate, it is generally agreed upon that there is a clear moral imperative to respect students from diverse cultural backgrounds within the multicultural science education classroom. However, what constitutes respect and how it is enacted continues to be hotly debated due to differing considerations of “what counts” as science. This has produced two largely incommensurable positions around the inclusion of Indigenous ways-of-living-with-Nature (e.g., ethnoscience, Indigenous science): those who contest its status as scientific knowledge and those who champion it. However, as the process of debate enacted is commonly one of opposition, there is little room for meaning-made across positions. Above and beyond addressing the sources of knowledge that continue to uphold this serious debate, this chapter plays with/in the debate processes as a means of opening these foreclosed spaces in science education as both form and content lead to the excluding, differing, and deferring of Indigenous science to-come.

scholarly journals Tinkering with/in the Multicultural Science Education Debate: Towards Positing An(Other) Ontology

2020 ◽  
pp. 183-210
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Common Sense ◽  
Open Spaces ◽  
Indigenous Science ◽  
Multicultural Science Education ◽  
To Come ◽  
Absent Presence

AbstractThe purpose of this chapter is to address the ways in which ontology, as an absent presence, is always already (re)shaping science education. Particularly, this chapter uses and troubles Cobern and Loving’s reminder that attention to ontology is uncommon within the multicultural science education debate. As they call for a (re)consideration of how epistemology aligns with ontology, concluding that knowing nature through WMS is universal and “common sense”, an ethic of deconstructive tinkering—using concepts, categories, and constructs that are uncommon to the context of science education to explore that which is common—is employed herein. Latching onto the binary co-constitution of common and uncommon, and moments in which they vacillate as a lever to (re)open spaces of science education to other meanings (e.g., Indigenous science to-come), Cobern and Loving’s criteria of ontological alignment is unsettled, (re)situating their claim of “common sense” towards (re)opening the logics of the multicultural science education debate.

scholarly journals Positing Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin

2020 ◽  
pp. 211-268
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Common Sense ◽  
Active Role ◽  
Expert Interviews ◽  
Indigenous Science ◽  
Multicultural Science Education ◽  
To Come ◽  
Political Economic

AbstractThe purpose of this chapter is to archeologically dig into the historicity and operationalization of science education’s ontological inheritance: Cartesianism. Attention is brought to how Cartesianism plays, has played, and will play an active role in the (fore)closure of response-ability. To undertake this work, I draw from a series of expert interviews with Dr. Frédérique Apffel-Marglin that unpack the historical, geographical, political, economic, and religious forces of the “birth of modernity” and reveal the ways in which this “common sense” went from being uncommon to common and continues to persist. In turn, these insights are read, through the multicultural science education debate in order to (re)open the space for responsiveness therein. In thinking with Apffel-Marglin, it is argued that the making common of Cartesianism not only (fore)closes the possible possibilities for responding to Indigenous science to-come, but also to account for and be accountable to the ontology of WMS and what it produces.

scholarly journals Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique)

2020 ◽  
pp. 131-179
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Scientific Knowledge ◽  
Diffraction Grating ◽  
Diffraction Gratings ◽  
Indigenous Science ◽  
Critical Attitude ◽  
Multicultural Science Education ◽  
Knowledge Practice ◽  
To Come

AbstractThe purpose of this chapter is to explore what Foucault refers to as “the” critical attitude and its relationship to science education. Drawing from the insight that the critical attitude is but a critical attitude, the possibility of critique as plural and multiplicative is explored herein; positing that (an) unsettling criticality is not only one which critiques settler colonial logics and practices but also the taken-for-granted ways-of-critiquing which can undergird these very efforts. In turn, the possibility of critique as plural is significant as the mode of critique within the multicultural science education debate (re)produces Indigenous science as yet-to-come. Building on the insight that scientific knowledge-practice is always already situated, the ways in which criticality in science education is always mediated by conceptual apparatuses, whether real or imagined, is considered. In particular, three optical apparatus—the mirror, the prism, and the diffraction grating—are employed to analyse and inform how the critical gaze might be differentially configured within science education to (re)open the space of responsiveness.

scholarly journals Response-ability Revisited: Towards Re(con)figuring Scientific Literacy

2020 ◽  
pp. 271-316
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Cautionary Note ◽  
Indigenous Science ◽  
Cultural Interface ◽  
Torres Strait ◽  
To Come ◽  
Proximal Relation

AbstractThe purpose of this chapter is to revisit and expand upon the concept of response-ability, shifting from the deconstructive homework of previous chapters to working towards a reconstructive response which renders science education more hospitable towards Indigenous science to-come. Braiding in the work of Torres Strait Islander scholar Martin Nakata’s theorizing of the cultural interface, which accounts for the ways in which hybridity between ways-of-knowing-in-being are unequal, problematic, and yet rife with possibility, this response takes the form of re(con)figuring scientific literacy. In four movements, this response: a) identifies scientific literacy as a central yet uncertain concept whose critical inhabitation is ripe for other meanings and enactments; b) explores Karen Barad’s subversion of scientific literacy as agential literacy as a productive location to rework the connectivity towards IWLN and TEK; c), utilizes agential literacy as proximal (yet differing) relation to bring in Gregory Cajete’s conception of Indigenous science as ecologies of relationships; and d) explores the generative points of resonance between agential literacy and ecologies of relationships. The chapter concludes with a cautionary note on points of convergence and points of divergence, wherein the proximal relation between agential literacy and ecologies of relationships is productively troubled.

scholarly journals PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION

2018 ◽  
Vol 17 (3) ◽  
pp. 364-366
Author(s):  
Muhammet Usak
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Scientific Journal ◽  
School Science ◽  
Scientific Journals ◽  
Related Research ◽  
To Come ◽  
And Mathematics ◽  
First Time ◽  
Science Education Journals

Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. At the end of the 70s, studies on constructivism, meaningful learning, misconception, conceptual learning (Driver, & Easley, 1978; Driver, 1983; Driver, & Oldham, 1986; von Glasersfeld, 1984; Ausubel, Novak, & Hanesian, 1978; Novak, 1979 & 1990, Novak, & Gowin, 1984; Novak, & Musonda, 1991) began to come forward. Conferences are being held especially on misconception. Many articles have been published and continue to be published on the topic. Starting with the second half of 80s, studies on PCK, which were first described by Shulman, began to surface in science education journals in the field of teacher training (Shulman, 1986; Usak, 2009, Usak, Ozden, & Eilks, 2011; Usak, Ozden, & Saglam, 2011).

Sign in / Sign up

Export Citation Format

Share Document