“Situated in the era of the Anthropocene, this book volume recognizes the political urgency of re-envisioning science education
with and
for the community while dismantling the taken-for-granted deficit narratives of what science [education] is. Transcending disciplinary and geographical boundaries, the book calls us to reimagine science education in a more-than-human world, which places ecojustice, critical pedagogies, solidarity, and collectivity at the forefront. A timely, morally courageous, and indispensable reading.”
—Lucy Avraamidou, Associate Professor and Rosalind Franklin Fellow, University of Groningen, The Netherlands
“This inspiring collection showcases the kind of creative thinking-without-borders we would need to prepare our students to meet the challenges of the Anthropocene. It makes me wish I were back in grad school to begin my research career afresh with the help of the wonderful assortment of ideas, insights, and perspectives that this book so generously offers. A much-needed and long-overdue contribution to the field!”
—Ajay Sharma, Associate Professor, University of Georgia, USA
“This book takes seriously the charge that current ways of thinking-doing in science education are terribly inadequate for addressing the complexities of the Anthropocene. In response, the editors bring together global scholars across disciplines who generate creative, relational, anti-racist, decolonizing, and speculative alternatives offering tools to map different futures. As such, this volume is an exciting development for the field that will be of interest to a range of educational scholar-practitioners looking to reimagine science education.”
—Kathryn (Katie) Strom, Assistant Professor, California State University, East Bay, USA
“This volume is a collection of diverse (post)critical analyses, dialogues, and practices that address reconceptualizations of science education in the Anthropocene. A timely and significant contribution that takes justice-oriented science pedagogy beyond issues of representation by interrogating conventional episteme (know-what) and technē (know-how). Wallace, Bazzul, Higgins, and Tolbert have curated a phenomenal transdisciplinary exhibit for morally guided and praxis-oriented science education that can inform scholarship and transform teaching and learning.”
—Rouhollah Aghasaleh, Assistant Professor, Humboldt State University, USA