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Cultural Studies of Science Education

, Volume 12, Issue 2, pp 321–330 | Cite as

Toward the sociopolitical in science education

  • Sara Tolbert
  • Jesse Bazzul
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Abstract

In this paper, we explore how Jacques Rancière’s (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez’ (J Res Math Educ 44(1):37–68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7–19, b) “sociopolitical turn” for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.

Keywords

Science education Sociopolitical Dissensus Critical pedagogy Critical theory Activism 
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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.University of ArizonaTucsonUSA
  2. 2.University of Massachusetts DartmouthNorth DartmouthUSA

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