Abstract
In this introductory chapter I outline the purpose of this research brief, which is to think more critically about ethical engagement from a political, structural/poststructural perspective. I argue that science education must be seen as a site of struggle if ‘wicked’ twenty-first century problems are going to be engaged through/by education.
There are times in life when the question of knowing if one can think differently than one thinks, and perceive differently than one sees, is absolutely necessary if one is to go on looking and reflecting at all.
—Foucault (1985, p. 8)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
I take Claude Levi-Strauss’ (2013) view of structuralism, namely that structuralism endeavors to find something repeatable or regular about phenomena, language, institutions. In this sense theorists like Althusser, Foucault, and even Butler operate as ‘structuralists’, even though their thought escapes the boundaries of this school of thought.
References
Althusser, L. (1998). Ideology and ideological state apparatuses. In J. Rivkin, & M. Ryan (Eds.), Literary theory, an anthology (pp. 294–304). Malden: Blackwell.
Bazzul, J. (2014). Tracing “ethical subjectivities” in science education: How biology textbooks can frame ethico-political choices for students. Research in Science Education, 45(1), 23–40.
Darder, A. (2014). Freire and education. Chicago: Routledge.
Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.
Foucault, M. (1985). The use of pleasure. New York: Pantheon Books.
Foucault, M., & Senellart, M. (2010). The birth of biopolitics: Lectures at the College de France, 1978–1979. New York: Picador.
Greenwood, D. A. (2008). A critical pedagogy of place: from gridlock to parallax 1. Environmental Education Research, 14(3), 336–348.
Lévi-Strauss, C. (2013). Myth and meaning. New York: Routledge.
Lewis, S., Maslin, M. (2015). Defining the anthropocene. Nature, 519, 171–180. doi:10.1038/nature14258.
Lipman, P. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. Chicago: Taylor & Francis.
Rose, N. S. (2007). Politics of life itself: Biomedicine, power, and subjectivity in the twenty-first century. Princeton: Princeton University Press.
Žižek, S. (2011). Living in the end times (Rev. pbk. ed.). London: Verso.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Bazzul, J. (2016). Science Education as a Site of Struggle. In: Ethics and Science Education: How Subjectivity Matters. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-39132-8_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-39132-8_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-39130-4
Online ISBN: 978-3-319-39132-8
eBook Packages: EducationEducation (R0)