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Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon

Introduction au Numéro spécial sur l’activisme en enseignement des sciences, des mathématiques et des technologies : entre les griffes de l’Hégémon

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References

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  • Bibliographie

  • Alsop, S., et Bencze, J. L. (2009) Editorial: Beyond the confines of matters of facts. On-line Journal of Activist Science and Technology Education, 1(1), i–v. (http://www.Wepaste.org/)

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  • Angell, M. (2004). The truth about the drug companies: How they deceive us and what to do about it. New York: Random House.

    Google Scholar 

  • Bakan, J. (2004). The corporation: The pathological pursuit of profit and power. Toronto: Viking.

    Google Scholar 

  • Bauman, Z. (2008). Does ethics have a chance in a world of consumers? Cambridge, Massachusetts: Harvard University Press.

    Google Scholar 

  • Bowers, C. A., et Apffel-Marglin, F. (2005). Rethinking Freire: Globalization and the environnemental crisis. Mahwah, N.J.: Lawrence Erlbaum.

    Google Scholar 

  • Brickhouse, N. et, Kittleson, J. (2006) Visions of Curriculum, Community and Science. Educational Theory, 56(2), 191–204.

    Google Scholar 

  • Castoriadis, C. (1998). The Imaginary institution of society (Trans. K. Blamey). Cambridge: Cambridge University Press.

  • Code, L. (1987). Epistemic responsibility. London: University Press of New England.

    Google Scholar 

  • Eiglad, E., et Bookchin, M. (2007). Social ecology and communalism. Oakland, CA: AK Press.

    Google Scholar 

  • Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon, et P. Miller, (Eds.), The Foucault effect: Studies in governmentality (pp. 87–104). Hemel Hempstead, UK: Harvester Wheatsheaf.

    Google Scholar 

  • Fuller, S. (2002). Social epistemology (2nd ed.). Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Gabbard, D. A. (editor) (2000). Knowledge and power in the global economy: Politics and the rhetoric of school reform. Mahwah, NL: Lawrence-Erlbaum.

    Google Scholar 

  • Giroux, H. (1996). Fugitive cultures: Race, violence and youth. New York: Routledge.

    Google Scholar 

  • Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts and Social Change. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Hannon, C., et Tims, C. (2010). An anatomy of Youth. London: DEMOS.

    Google Scholar 

  • Hess, D., Breyman, S., Campbell, N. et, Martin, B. (2010). Science, technology and social movements. In E. Hackett, O. Amsterdamska, M. Lynch et J. Wajcman, (Eds.), The handbook of science and technology studies (3rd Edition). Cambridge MA: MIT Press.

    Google Scholar 

  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science L’enseignement, 25(6), 645–670.

    Google Scholar 

  • Hume, C. (2010, June 13). G20 and the architecture of paranoia. Toronto Star. Retrieved June 14, 2010, from http://www.thestar.com/news/gta/article/823085-hume-g20-and-the-architecture-of-paranoia

    Google Scholar 

  • Kleinman, D. L. (2003). Impure cultures: University biology and the world of commerce. Madison, WI: University of Wisconsin Press.

    Google Scholar 

  • Krimsky, S. (2003). Science in the private interest: Has the lure of profits corrupted biomedical research? Lanham, MD: Rowman and Littlefield.

    Google Scholar 

  • Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30, 225–248.

    Google Scholar 

  • Lehrer, K. (2001). Individualism, communitarianism, and consensus. The Journal of Ethics, 5(2), 105–120.

    Google Scholar 

  • Lester, B. T., Ma, L., Lee, O., et Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315–339.

    Google Scholar 

  • Lynas, M. (2008). Six degrees: Our future on a hotter planet (updated edition). London: Harper Perennial.

    Google Scholar 

  • McLaren, P., et Farahmandpur, R. (2005). Teaching against global capitalism and the new imperialism. Lanham, MD: Rowman et Littlefield.

    Google Scholar 

  • McMurtry, J. (1999). The cancer stage of capitalism. London: Pluto.

    Google Scholar 

  • Ministry of Education [MoE] (2008). The Ontario curriculum, grades 9 and 10: Science. Toronto: Queen’s Printer for Ontario.

    Google Scholar 

  • Sadler, T. D., Barab, S. A., et Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Recherche in Science Education, 37(4), 371–391.

    Google Scholar 

  • Shrader-Frechette, K. (2002). Environnemental justice: Creating equality, reclaiming democracy. New York: Oxford University Press.

    Google Scholar 

  • Simonneaux, L., et Simonneaux, J. (2009). Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, 4(3), 657–687.

    Google Scholar 

  • Vasil, A. (2007). Ecoholic: Your guide to the most environnementally friendly information, products and services in Canada. Toronto: Vintage.

    Google Scholar 

  • Weber, K. (editor) (2009). Food Inc.: How industrial food is making us sicker, fatter, and poorer—and what you can do about it, A participant media guide. New York: Public Affairs.

    Google Scholar 

  • Willis, P. (1991). Learning to labor. New York: Columbia University Press.

    Google Scholar 

  • Woodhouse, E., Hess, D. Breyman, S., et Martin, B. (2002). Science studies and activism: Possibilities and problems for reconstructivist Agendas. Social Studies of Science, 32(2), 297–319.

    Google Scholar 

  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., et Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377.

    Google Scholar 

  • Ziman, J. (2000). Real science: What it is, and what it means. Cambridge: Cambridge University Press.

    Google Scholar 

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Author notes

  1. Steve Alsop and J. Lawrence Bencze are equal contributors to this editorial.

Authors and Affiliations

  1. York University, Toronto, Ontario, Canada

    Steve Alsop

  2. University of Toronto, Toronto, Ontario, Canada

    J. Lawrence Bencze

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  1. Steve Alsop
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  2. J. Lawrence Bencze
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Alsop, S., Bencze, J.L. Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon. Can J Sci Math Techn 10, 177–196 (2010). https://doi.org/10.1080/14926156.2010.504477

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