Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities
- Carolina Castano
- … show all 1 hide
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
Current discourses about science education show a wide concern towards humanisation and a more socio-cultural perspective of school science. They suggest that science education can serve diverse purposes and be responsive to social and environmental situations we currently face. However, these discourses and social approaches to science education tend to focus on global issues. They do not respond to the immediate needs and local context of some communities. I discuss in this paper why the purposes of science education need to be extended to respond to the local issue of violence. For this, I present a case study with a group of 38 students from a poor population in Bogotá, Colombia, located in one of the suburbs with highest levels of crime in the city. I examine the ways that science education contributes to and embodies its own forms of violence and explore how a new approach to science education could contribute to break the cycle of violence.
- Alcaldía mayor de Bogotá (2004). Recorriendo Usme. Retrieved May 15, 2009, from http://www.bogota.gov.co/portel/libreria/php/01.01090706.html.
- Andrzejewski, J., Helena, P., & Freeman, W. (2009). Interspecies education for humans, animals, and the earth. In J. Andrzejewski, M. Baltodano, & L. Symcox (Eds.), Social justice, peace, and environmental education: Transformative standards. New York: Routledge.
- Arluke, A., Levin, J., Luke, C., & Ascione, F. (1999). The relationship of animal abuse to violence and other forms of antisocial behavior. Journal of Interpersonal Violence, 14, 963–975. CrossRef
- Ascione, F. R. (2001). Animal abuse and youth violence. USA: US Dept of Justice, Office of Juvenile Justice and Delinquency Prevention.
- Ascione, F. R. (2005). Children and animals: Exploring the roots of kindness and cruelty. West Lafayette: Purdue University Press.
- Bekoff, M. (2008). Increasing our compassion footprint: The animals’ manifesto. Zygon ® , 43, 771–781.
- Black, D. W., & Larson, C. L. (1999). Bad boys, bad men: Confronting antisocial personality disorder. New York: Oxford University Press.
- Bryce, T. G. K. (2010). Sardonic science? The resistance to more humanistic forms of science education. Cultural Studies of Science Education, 5, 591–612. CrossRef
- Bushman, B. J., & Anderson, C. A. (2001). Is it time to pull the plug on the hostile versus instrumental aggression dichotomy? Psychological Review, 108, 273–279. CrossRef
- Castano, C. (2011). The role of science education in reducing violence towards others (Unpublished doctoral dissertation). Deakin University, Australia.
- Castano, C. (in press). Fostering compassionate attitudes and the amelioration of aggression through a science class. Journal of Research in Science Teaching.
- Cepeda-Cuervo, E., Pacheco-Durán, P. N., García-Barco, L., & Piraquive-Peña, C. J. (2008). Acoso escolar a estudiantes de educación básica y media. Revista de Salud Pública, 10, 517–528. CrossRef
- Chaux, E. (2002). Buscando pistas para prevenir la violencia urbana en Colombia: conflictos y agresión entre niños y adolescentes de Bogotá. Revista de Estudios Sociales, 12, 41–51.
- Chaux, E. (2003). Agresión reactiva, agresión instrumental y ciclo de la violencia. Revista de Estudios Sociales, 15, 47–58.
- Chaux, E. (2007). Aulas en paz: A multicomponent program for the promotion of peaceful relationships and citizenship competencies [Electronic Version]. Conflict Resolution Quarterly, 25. Retrieved September 10, 2008, from http://onlinelibrary.wiley.com/doi/10.1002/crq.193/abstract.
- Cushing, J. L., & Williams, J. D. (1995). The wild mustang program: A case study in facilitated inmate therapy. Journal of Offender Rehabilitation, 22, 95–112. CrossRef
- De Waal, F. B. M. (2009). The age of empathy: Nature’s lessons for a kinder society. New York: Harmony Books.
- Farmer, P. E., Nizeye, B., Stulac, S., & Keshavjee, S. (2006). Structural violence and clinical medicine. PLoS Med, 3, e449. CrossRef
- Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6, 167–191. CrossRef
- Gullone, E. (2003). The proposed benefits of incorporating non-human animals into preventive efforts for conduct disorder. Antrozoos, 16, 160–174. CrossRef
- Gullone, E., & Robertson, N. (2008). The relationship between bullying and animal abuse behaviors in adolescents: The importance of witnessing animal abuse. Journal of Applied Developmental Psychology, 29, 371–379. CrossRef
- Gunstone, R., Corrigan, D., & Dillon, J. (2007). Introduction. In D. Corrigan, J. Dillon, & R. Gustone (Eds.), The re-emergence of values in science education (pp. 1–10). Rotterdam: Sense Publishers.
- Haynes, N. M. (1996). Creating safe and caring school communities: Comer school development program schools. Journal of Negro Education 65, 308–314.
- Hildebrand, G. (2007). Diversity, values and the science curriculum. In D. Corrigan, J. Dillon, & R. Gustone (Eds.), The re-emergence of values in science education (pp. 45–60). Rotterdam: Sense Publishers.
- Hindley, P. (1999). ‘Minding animals’: The role of animals in children’s mental development. In D. Francine (Ed.), Attitudes to animals; views in animal welfare (pp. 186–199). New York: Cambridge University Press.
- Ireland, J. L. (1999). Provictim attitudes and empathy in relation to bullying behaviour among prisoners. Legal and Criminological Psychology, 4, 51–66. CrossRef
- Katcher, A., & Teumer, S. (2006). A 4-year trial of animal-assisted therapy with public school special education students. In A. Fine (Ed.), Handbook on animal assisted therapy: Theoretical foundations and guidelines for practice (2nd ed., pp. 227–242). San Diego: Academic Press.
- Kellert, S. R., & Wilson, E. O. (Eds.). (1993). The biophilia hypothesis. Washington, DC: Island Press.
- Kenway, J., & Fitzclarence, L. (1997). Masculinity, violence and schooling: Challenging ‘poisonous pedagogies’. Gender and Education, 9, 117–134. CrossRef
- KPMG. (2009). Re-engaging our kids: a framework for education provision to children and young people at risk of disengaging or disengaged from school, report prepared for DEECD. Retrieved December 15, 2011 from www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/Reengaging_Our_Kids_KPMG_Apr2010.pdf.
- Malcolm, C. (2007). The value of science in African countries. In D. Corrigan, J. Dillon, & R. Gustone (Eds.), The re-emergence of values in science education (pp. 61–76). Rotterdam: Sense Publishers.
- Mejia, R., Kliewer, W., & Williams, L. (2006). Domestic violence exposure in Colombian adolescents: Pathways to violent and prosocial behavior. Journal of Traumatic Stress, 19, 257–267. CrossRef
- Mitchell, D., & Mueller, M. (2011). A philosophical analysis of David Orr’s theory of ecological literacy: biophilia, ecojustice and moral education in school learning communities. Cultural Studies of Science Education, 6, 193–221.
- Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press.
- Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95, 601–626. CrossRef
- Ratcliffe, M. (2007). Values in the science classroom—The ‘enacted’ curriculum. In D. Corrigan, J. Dillon, & R. Gustone (Eds.), The re-emergence of values in science education (pp. 119–132). Rotterdam: Sense Publishers.
- Rigby, K. (1997). What children tell us about bullying in schools. Children Australia, 22, 28–34.
- Rigby, K. (2002). A meta-evaluation of methods and approaches to reducing bullying in pre-schools and early primary school in Australia. Retrieved August 29, 2006 from http://www.ncp.gov.au/agd/www/rwpattach.nsf/viewasattachmentPersonal/(C99C9C662AE008709B6A1B06BCF8E5CF)~ncp_MetaEval200802.pdf/$file/ncp_MetaEval200802.pdf.
- Rodkin, P. C., Farmer, T. W., Pearl, R., & van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24. CrossRef
- Schreiner, C., & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data Collection for ROSE (The Relevance of Science Education)—A comparative study of students’ views of science and science education. Oslo: Dept. of Teacher Education and School Development, University of Oslo. Retrieved January 10, 2011 from http://roseproject.no/key-documents/key-docs/ad0404-sowing-rose.pdf.
- Sprecher, S., & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal Relationships, 22, 629–651. CrossRef
- The World Health Organization (WHO). (2010). Violence. Retrieved October 26, 2010 from http://www.who.int/topics/violence/en/.
- UNICEF. (2002). La niñez y sus derechos (Boletín No. 8): La niñez en el conflicto armado colombiano. Colombia: UNICEF.
- Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities
Cultural Studies of Science Education
Volume 7, Issue 3 , pp 703-718
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- School violence
- Animal issues
- Science teaching
- Moral education
- Carolina Castano (1)
- Author Affiliations
- 1. Australian Catholic University, Melbourne, Australia