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Frausto Aceves Alejandra Torres-Olave Betzabé Tolbert Sara 《Cultural Studies of Science Education》2022,17(2):217-230
Cultural Studies of Science Education - In this editorial article, we draw on our experiences to create an opening for critical reflection in honor of Paulo Freire's centenary. We start by... 相似文献
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The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education. 相似文献
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In this article, we wade through the muckiness of ethics in science, teaching, and teacher education, in the form of a generative metalogue. Grounded in Sara’s experience with preservice teachers learning about ethics through a case study of a high school dissection, we contend with what it means to shift away from colonial and masculinist binaries that produce particular moralistic orientations as 'wrong' or 'right.' We contemplate what it means to attempt to teach-think-feel with ethics as 'mucky,' without diminishing attention to relations of power in science and ethics. Through our own thinking–feeling process and grappling with the ways that science and education can be simultaneously oppressive and liberating in an unfinished, complex, and interdependent world (of difference), we propose: Thinking with muckiness is ethical praxis; drawing from our own embodied resources for ethical feelingthinkingdoing is central to this praxis; and (place-conscious) powered relations in science and education must be made explicit.
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Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science. 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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Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
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Research in Science Education - In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher... 相似文献
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