Learning About Matter and the Material, Struggling with Entanglement and Staying with the Trouble to Raise Up Feminist Science Education

Abstract

In this chapter we use metalogue to share and discuss our experiences as feminist science educators using our voices to critique science education, especially its power structures, and each other’s thinking while remaining true to an ethic of care that adheres to feminist principles. Kate’s feminist pathway began as a secondary school student in Australia. Anita’s feminist awakening occurred through her leadership experiences as head of a chemistry department, which contributed to a major shift in her research interests toward gender and feminist perspectives on science and science education. Jenny is a particle physicist, after she began teaching physics at a Swedish university she reflected on how to make physics more accessible to all learners, especially girls. We explore how posthumanistic theories, such as material feminism can offer new insights into identifying, challenging and dismantling power structures within science education and science.