Reimagining Science Education in the Anthropocene

1. Science Education for a World-Yet-to-Come

   1. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity

      • Jane Gilbert

      Pages 259-275Open Access

   2. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators

      • Noel Gough, Simon Gough

      Pages 277-292Open Access

   3. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies

      • Carolina Castano Rodriguez, Molly Quinn, Steve Alsop

      Pages 293-306Open Access

2. Complicated Conversations

   1. Front Matter

      Pages 307-307

      PDF

   2. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing

      • Anna L. Tsing, Jesse Bazzul

      Pages 309-319Open Access

   3. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies

      • Fikile Nxumalo, Maria F. G. Wallace

      Pages 321-330Open Access

   4. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene

      • Vicki Kirby, Marc Higgins

      Pages 331-347Open Access

   5. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward

      • Bronwyn Hayward, Sara Tolbert

      Pages 349-363Open Access

   6. Conclusion: Another Complicated Conversation

      • Maria F. G. Wallace, Jesse Bazzul, Marc Higgins, Sara Tolbert

      Pages 365-371Open Access

3. Correction to: Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear

   • Priyanka Dutt, Anastasya Fateyeva, Michelle Gabereau, Marc Higgins

   Pages C1-C1Open Access

4. Back Matter

   Pages 373-375

   PDF

• natural science
• curriculum studies
• educational foundations
• anthropocene
• science education
• Open Access

“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

• Center for Science and Mathematics Education, University of Southern Mississippi, Hattiesburg, USA

  Maria F. G. Wallace

• Department of Science and Environmental Education, University of Regina, Regina, Canada

  Jesse Bazzul

• Secondary Education, University of Alberta, Edmonton, Canada

  Marc Higgins

• Department of Science and Environmental Education, University of Canterbury, Christchurch, New Zealand

  Sara Tolbert

Maria F.G. Wallace is Assistant Professor at the University of Southern Mississippi, USA.

Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada.

Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP).

Sara Tolbert is Associate Professor of Science and Environmental Education at Te Whare Wānanga o Waitaha University of Canterbury, Aotearoa New Zealand.