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Locating a space of criticality as new scholars in science education

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Abstract

As newcomers in the field of science education research we discuss our perspectives on critical scholarship in the academy. Using the metalogue approach we explore our perceptions of science education, our experiences of the barriers to critical science education research, our analyses of why these barriers exist, and imaginings about how these barriers could be removed. In this paper, metalogue provides us with a way to retain our individual voices, thoughts and ideas, yet challenge our pre-conceived notions about finding a critical space in science education. Through an interaction with each other’s thoughts and past experiences we outline some aspects of the field of science education as we see it; for example, we discuss why the field may be seen as rigid as well as the contexts that surround possibilities for interdisciplinary, critical, social justice research. We conclude that a larger, multi-vocal discussion is necessary to locate the possibilities for critical, social justice oriented science education.

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Authors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, AB, T2N 1N4, Canada

    Lydia E. Carol-Ann Burke

  2. Department of STEM Education and Teacher Development, University of Massachusetts Dartmouth, 285 Old Westport Road, Dartmouth, MA, 02747, USA

    Jesse Bazzul

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  1. Lydia E. Carol-Ann Burke
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  2. Jesse Bazzul
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Correspondence to Lydia E. Carol-Ann Burke.

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Lead Editor: C. Quigley

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Burke, L.E.CA., Bazzul, J. Locating a space of criticality as new scholars in science education. Cult Stud of Sci Educ 12, 565–579 (2017). https://doi.org/10.1007/s11422-016-9735-7

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  • DOI: https://doi.org/10.1007/s11422-016-9735-7

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