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While education communities have well defined commitments to protect their learners from oppressive instructional materials,
discourses of science education are often left unexamined. This analysis/critique employs queer theory as a perspective to
look at how one widely used textbook in Ontario schools conceptualizes notions of gender and sexuality. Results indicate the
use of discourses that promote exclusively heteronormative constructions of sexuality along with sex/gender binaries. Challenging
such oppressive misconceptions of sex/gender and sexuality is discussed. 相似文献
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Jesse Bazzul 《Cultural Studies of Science Education》2013,8(1):245-251
This paper extends the conversation started by Patti Lather in her forum response to “Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity”, in terms of engaging the thought of Jacques Rancière. Rancière can offer (science) educators a more definitive example of (possible) emancipatory political subjectivities. His notion of radical equality can also aid in developing new pedagogical spaces in science education. This latter point is taken up in the concluding sections of this short essay. 相似文献
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Jesse Bazzul 《Educational Philosophy and Theory》2017,49(10):995-1005
This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices (or ways of being) and the notion that one way of being or one voice may be deemed more legitimate than another; which in turn puts the equality of beings into question. Building from Michel Foucault’s work regarding ethics and subjectivity, I suggest that a ‘subject of ethics’ can be viewed, in part, as a series of relations of self that form the horizon upon which a subject comes to work on themselves relative to moral codes and power relations. Ethical relations of self can be a useful concept for those interested in educational research that furthers social and ecological justice. In the conclusion of this paper I also discuss the limitations of locating ethics entirely within a constituted human subject. 相似文献
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Cultural Studies of Science Education - This article attempts to add to the conversation on equity and science education by arguing that activist work necessitates turning away from conservative... 相似文献
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Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity
Jesse Bazzul 《Cultural Studies of Science Education》2012,7(4):1001-1020
This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education. 相似文献
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This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations. 相似文献
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This article is a response to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”, and an appeal to science educators of all epistemological orientations to (re)consider the work of Michel Foucault for research in science education. Although this essay does not come close to outlining the importance of Foucault’s work for science education, it does present a lesser-known side of Foucault as an anti-polemical, realist, modern philosopher interested in the way objective knowledge is entangled with governance in modernity. This latter point is important for science educators, as it is the intersection of objective knowledge and institutional imperatives that characterizes the field(s) of science education. Considering the lack of engagement with philosophy and social theory in science education, this paper offers one of many possible readings of Foucault (we as authors have also published different readings of Foucault) in order to engage crucial questions related to truth, power, governance, discourse, ethics and education. 相似文献
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Jesse Bazzul Maria F. G. Wallace Marc Higgins 《Cultural Studies of Science Education》2018,13(3):823-835
In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration. 相似文献