scholarly journals Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity

2021 ◽  
pp. 259-275
Author(s):  
Jane Gilbert
Keyword(s):  
Science Education ◽  
Luce Irigaray ◽  
Open Spaces ◽  
Science Texts ◽  
Current Context ◽  
Business As Usual

AbstractThe development of capitalism and then science over the last 500 years or so has produced a very specific way of organising the relations between humans and the rest of nature. Both depend on excluding—and “cheapening”—women, nature, and complexity. This chapter argues that surviving the crisis of the Anthropocene requires us to do the very difficult work of bringing these excluded categories back in to science and science education, at the conceptual level at which they are excluded. The case is made for deconstruction as a framework for envisaging—and resurrecting—science education for the Anthropocene. Drawing on the work of Luce Irigaray, the chapter outlines a pedagogy involving a three-level, deconstructive reading of science texts that is designed to open spaces for thinking “other”-wise. It argues that, in the current context, unlike business-as-usual science education, this approach is genuinely “educative.”

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 (Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

2021 ◽  
Vol 11 (9) ◽  
pp. 497 ◽  
Author(s):  
Rick Bowler ◽  
Steph Green ◽  
Christine Smith ◽  
Liz Woolley
Keyword(s):  
Open Spaces ◽  
Community Work ◽  
Academic Knowledge ◽  
Grass Roots ◽  
Current Context ◽  
Collective Biography ◽  
Potential Strategy ◽  
The Impact ◽  
With Memory

This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW.

scholarly journals Observation, experiment or autonomy in the domestic sphere? Women's familiar science writing in Britain, 1790–1830

2016 ◽  
Vol 71 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Eleanor Anne Peters
Keyword(s):  
Science Education ◽  
Everyday Life ◽  
Maria Edgeworth ◽  
Science Writing ◽  
Educational Science ◽  
Domestic Sphere ◽  
Science Texts ◽  
Home Help ◽  
Women And Children ◽  
Female Writers

This paper examines three female writers who chose to affiliate their educational scientific works with the ‘domestic sphere’: Priscilla Wakefield, Jane Marcet and Maria Edgeworth. It shows that within what is now broadly categorized as ‘familiar science’, differing motivations for writing, publishing and reading existed. Between 1790 and 1830 many educationalists claimed that the best way for children to learn was for them to exercise their memory on things encountered in everyday life. Religious allegiances, attitudes towards female science education and the utility of science in the home help to explain why these writers chose to introduce their readers to the illimitable world of science by setting their books in the seemingly restrictive domestic sphere. Furthermore, this paper argues that three different authors envisioned subtly different domestic spheres as settings for their work. Rather than there being a single homogeneous domestic sphere in which women and children received their education, and about which such authors wrote, there existed a multiplicity of domestic spheres depicted across the genre of educational science texts.

Remedial Inquiry-Based Science Education: Experimental Evidence From Peru

2019 ◽  
Vol 41 (4) ◽  
pp. 483-509
Author(s):  
Juan E. Saavedra ◽  
Emma Näslund-Hadley ◽  
Mariana Alfonso
Keyword(s):  
Science Education ◽  
Low Income ◽  
Null Hypothesis ◽  
Science Achievement ◽  
After School ◽  
Achievement Gains ◽  
Third Grade Students ◽  
Public Elementary Schools ◽  
Business As Usual ◽  
To Receive

We present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. Among third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score in the bottom 50% of their school baseline science distribution, half are randomly assigned to receive remedial inquiry-based science education in after-school sessions, and the remaining half to business as usual control conditions. Assignment to treatment increased endline science achievement by 3 percentiles (0.12 SD) with greater gains for students who attended at least one remedial session, and a concentration of gains among boys. We cannot reject the null hypothesis of no indirect science achievement gains among nonparticipants.

Aging and mental health: Business as usual?

1979 ◽  
Vol 34 (3) ◽  
pp. 240-246 ◽  
Author(s):  
Michael A. Smyer ◽  
Margaret Gatz
Keyword(s):  
Mental Health ◽  
Business As Usual

A Cognitive Psychology of Science Education

1986 ◽  
Vol 31 (8) ◽  
pp. 568-570
Author(s):  
Richard E. Mayer
Keyword(s):  
Science Education ◽  
Cognitive Psychology ◽  
Psychology Of Science
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