In-Between Chapter: The Political in Science Education

2017 ◽  
pp. 69-74
Author(s):  
Helen Hasslöf ◽  
Iann Lundegård
Keyword(s):  
Science Education ◽  
The Political

scholarly journals Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies

2021 ◽  
pp. 293-306
Author(s):  
Carolina Castano Rodriguez ◽  
Molly Quinn ◽  
Steve Alsop
Keyword(s):  
Science Education ◽  
Peace Process ◽  
Political Context ◽  
The Political ◽  
Truth And Reconciliation ◽  
Peace Negotiations ◽  
Post Conflict ◽  
Near Future

AbstractThis chapter outlines a curriculum experiment in science education set within the political context of the peace negotiations in Colombia which took place in 2016. Our collaborative narrative draws from data and experiences gathered over a 10-day summer course that we co-constructed, during and in response to this peace process, seeking to re-imagine science education’s capacities to reformulate, share and experience loss, truth and reconciliation. We engage ( Escher in Relativity, 1953) multidimensional work Relativity and set our discussions in the near future, by entering the hearts and souls of those who have lived in fear and also hope for so many years.

scholarly journals Rethinking Historical Approaches for Science Education in the Anthropocene

2021 ◽  
pp. 215-228
Author(s):  
Cristiano B. Moura ◽  
Andreia Guerra
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Sociology Of Science ◽  
Modern Science ◽  
The Political ◽  
Present Moment ◽  
Historical Case ◽  
Forms Of Knowledge

AbstractIn this chapter, we intend to bring the urgency of our times, pointed out by discussions about the Anthropocene, to research in history, philosophy, and sociology of science in science teaching. After considering the own historicity of the Anthropocene concept, we seek, through a short historical case on botany, to build new lenses to look at Western modern science, locating other stories and other perspectives that can be told about its emergence and establishment. With this new focus, we discuss how this knowledge was shaped by the triad of colonialism, capitalism, and patriarchy, and that for this reason, we must perceive modern science through a critical lens in dialog with other forms of knowledge. This dialogue can help to build solutions for the present moment and to dissolve some of the impasses regarding the conversations around the Anthropocene. Thus, we argue that enhancing the political-historical dimension of Western modern science in science education is a fundamental task in building futures that produce different and potentially less (self)destructive multispecies relationships.

“Money, Materials, and Manpower”: Ghanaian In-Service Teacher Education and the Political Economy of Failure, 1961–1971

2011 ◽  
Vol 51 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Jonathan Zimmerman
Keyword(s):  
Teacher Education ◽  
Political Economy ◽  
Science Education ◽  
Education Research ◽  
Research Unit ◽  
The Political ◽  
Cultural Backgrounds ◽  
The West ◽  
Short Course ◽  
Complete Revolution

In October 1961 Basil H. G. Chaplin sent an excited letter to A. J. Dowuona-Hammond, Ghana's Minister of Education. Just four years earlier, the nation had won its independence from England. Now, Chaplin wrote, it stood on the cusp of a second great upheaval: “a complete revolution in Science teaching.” As chair of Ghana's Science Education Research Unit, Chaplin had conducted a study of 2,000 Ghanaian children and forty-two teachers over three years. Ghanaians learned best via activities and observation rather than from rote memorization, Chaplin reported, just like students in the West did. “Ghanaian children differ in no way from their British or American counterparts in their initial ability to understand how things work when using their hands and their eyes,” Chaplin told Dowuona-Hammond. “Different cultural backgrounds do not affect ability to interpret their own simple experience.” Too often, Chaplin admitted, Ghanaian teachers snuffed out students' natural curiosity with a rigid diet of lectures and textbook exercises. But the Ministry could change all of that, he insisted, by reforming the curriculum and re-educating the teachers. “It is wholly practical” Chaplin underlined, enclosing his proposed scheme. “Teachers need only a short course of training.”

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