scholarly journals A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power

2017 ◽  
pp. 1061-1085
Author(s):  
Lyn Carter
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Science Teaching ◽  
Knowledge Production ◽  
Power Relations ◽  
Guided Reading ◽  
Development Project ◽  
Socioscientific Issue ◽  
Elementary Preservice Teachers ◽  
Fashion Designer

Decolonialism as a politically engaged endeavour interrogating enduring colonial knowledge production is essential to any discussion of global injustices including those that sociocultural approaches to science education seek to challenge and ameliorate. This paper describes a decolonial moment in my own science teaching to undergraduate primary (elementary) preservice teachers around a socioscientific issue of Ethical Clothing/Fashion. The decolonial moment consists of a semiotically guided reading of some of fashion designer Vivienne Westwood’s promotional photographs for The Ethical Fashion Initiative (EFI), a development project in Kenya. Through this reading, differing social and power relations emerge than probably intended, aimed at unsettling the Eurocentric colonial discourses that many students carry with them into the classroom. The paper concludes with a review of both my own, and the pre-service teachers’ reflections on our learning.

scholarly journals Helping elementary preservice teachers learn to use curriculum materials for effective science teaching

2008 ◽  
Vol 92 (2) ◽  
pp. 345-377 ◽  
Author(s):  
Christina V. Schwarz ◽  
Kristin L. Gunckel ◽  
Ed L. Smith ◽  
Beth A. Covitt ◽  
Minjung Bae ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Science Teaching ◽  
Curriculum Materials ◽  
Elementary Preservice Teachers ◽  
Effective Science ◽  
Effective Science Teaching

scholarly journals Developing a collaborative model in teacher education – An overview of a teacher professional development project

2016 ◽  
Vol 4 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Anttoni Kervinen ◽  
Anna Uitto ◽  
Arja Kaasinen ◽  
Päivi Portaankorva-Koivisto ◽  
Kalle Juuti ◽  
...  
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Science Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Development Project ◽  
Theory And Practice ◽  
Collaborative Model ◽  
Teachers Professional Development

The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to be crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

Encounters Across Borders. Modernist Ideas and Professional Practices in the 1970s Romania

2020 ◽  
Vol 25 (2) ◽  
pp. 399-420
Author(s):  
Mara Mărginean
Keyword(s):  
Urban Space ◽  
Knowledge Production ◽  
Power Relations ◽  
Third World ◽  
Professional Knowledge ◽  
Knowledge Flows ◽  
Professional Practices ◽  
Totalitarian Regime ◽  
Urban Policies ◽  
European Culture

Building on several international professional meetings of architects organized in Romania or abroad, this article details how various modernist principles, traditionally subsumed to Western European culture, were gradually reinterpreted as an object of policy and professional knowledge on urban space in the second and third world countries. The article analyses the dialogue between Romanian architects and their foreign colleagues. It highlights how these conversations adjusted the hierarchies and power relations between states and hegemonic centres of knowledge production. In this sense, it contributes to the recent research on the means by which the "trans- nationalization of expertise" "transformed various (semi)peripheral states into new centres of knowledge and thus outlines a new analytical space where domestic actions of the Romanian state in the area of urban policies are to be analysed not as isolated practices of a totalitarian regime, but as expressions of the entanglements between industrialization models, knowledge flows and models of territoriality that were not only globally relevant, but they also often received specific regional, national and local forms.

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