Science, science education and their discontents: a response to commentaries on the paper, Portrait of a Science Teacher as a Bricoleur: A case study from India |
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| Authors: | Ajay Sharma |
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| Institution: | (1) Department of Elementary and Social Studies Education, University of Georgia, Athens, GA, USA |
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| Abstract: | In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important
issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the
critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I
argue that researchers should work actively for progressive change in discursive fields such as educational research, in which
they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality
maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective
wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science
education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science
education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication
of research.
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| Keywords: | Researcher role Science Science education Discourse |
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