Abstract
The process of becoming a science teacher and teacher educator is inherently embedded in the ruins of American culture. Through a feminist post-structural lens, I re-examine the ways structures and discourse implicitly and explicitly shape my work and subjectivity as a becoming-science teacher educator. Utilizing a traditional American garage sale as an overarching metaphor I engage three items for sale: (a) The Scientific Method as Almighty, (b) Tradition or Standardization, and (c) Strategic Efforts to De-gender STEM. Each item demonstrates the complicated conversations of science teacher preparation; yet, further constitutes normative perceptions of what it means to know, do, and teach science. This chapter provides three points of entry for science teacher educator preparation: (1) shift from notions of identity to onto-epistemological becoming; (2) use critical autobiographical inquiry; and (3) examine the scientism of education. Through my excavation, I reconcile the treasure I seek is found in the rummage.
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Wallace, M.F.G. (2016). Trash or Treasure? Re-conceptualizing My Ruins as a Tool for Re-imagining the Nature of Science Teacher Education. In: Buck, G., Akerson, V. (eds) Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32447-0_18
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