Advertisement

Pushing the Political, Social and Disciplinary Boundaries of Science Education: Science Education as a Site for Resistance and Transformation

  • Carolina Castano RodriguezEmail author
Chapter
Part of the Cultural Studies of Science Education book series (CSSE, volume 17)

Abstract

In this chapter I critically analyse the social and institutional boundaries that I have to navigate seeking validation of my vision of science education as a space for transformation and emancipation. I argue that educators committed to social justice need to move beyond educating critical citizens towards generating critical, caring activist citizens. For this, science educators need to radically change their discourses, practices, measures of success and push towards more radical aims of science education. This requires resistance to the dominant academic environment guided by modernistic, industrial, positivistic and hegemonic forces. Following autoethnography, I critically reflect on some of my experiences of working towards social justice in South America and Australia. I focus on how my experiences have shaped the construction of my identity as an academic and how this informs my practice.

References

  1. Bajaj, M. (2015). Pedagogies of resistance’ and critical peace education praxis. Journal of Peace Education, 12(2), 154–166.  https://doi.org/10.1080/17400201.2014.991914.CrossRefGoogle Scholar
  2. Carter, L., Castano-Rodriguez, C., Jones, M. (2014). Transformative learning in science ducation. In J.L Bencze, & S. Alsop. (Eds.), Socio-political activism and science & technology education. Dordrecht.Google Scholar
  3. Collins, J., & Reid, C. (2012). Immigrant teachers in Australia. Cosmopolitan Civil Societies Journal, 4(2), 38–61.Google Scholar
  4. Departamento Administrativo Nacional de Estadisica – DANE. (2016). Comunicado de Prensa: Pobreza Monetaria y Multidimensional en Colombia 2015. [online] Bogotá: DANE. Available at http://www.dane.gov.co/index.php/estadisticas-por-tema/pobreza-y-condiciones-de-vida/pobreza-y-desigualdad/pobreza-monetaria-y-multidimensional-en-colombia-2015. Accessed 18 Oct 2016.
  5. Ewick, P., & Silbey, S. (2003). Narrating social structure: Stories of resistance to legal authority. American Journal of Sociology, 108(6), 1328–1372.  https://doi.org/10.1086/378035.CrossRefGoogle Scholar
  6. Factor, R., Kawachi, I., & Williams, D. R. (2011). Understanding high-risk behavior among non-dominant minorities: A social resistance framework. Social Science & Medicine, 73(9), 1292–1301.  https://doi.org/10.1016/j.socscimed.2011.07.027.CrossRefGoogle Scholar
  7. Foucault, M. (1984). In P. Rabinow (Ed.), The foucault reader. New York: Pantheon Books.Google Scholar
  8. Freire, P. (1973). Education for critical consciousness. New York: The Continuum.Google Scholar
  9. Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670.  https://doi.org/10.1080/09500690305021.CrossRefGoogle Scholar
  10. International Displacement Monitoring Centre – IDMC. (2015). Global overview 2015: People internally displaced by conflict and violence. [online] Geneva: Norwegian Refugee Council. Available at: http://www.internal-displacement.org/assets/library/Media/201505-Global-Overview-2015/20150506-global-overview-2015-en.pdf. Accessed 18 Oct 2016.
  11. Jaramillo, N., & Carreon, M. (2014). Pedagogies of resistance and solidarity: Towards revolutionary and decolonial praxis. Interface: A Journal for and about Social Movements, 6(1), 392–411.Google Scholar
  12. McKenzie, P., Weldon, P., Rowley, G., Murphy, M., McMillan, J. (2014). Staff in Australia’s schools 2013: Main report on the Survey 2014. Australian Council for Educational Research. Available at https://www.acer.edu.au/sias. Accessed 22 Oct 2016.
  13. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
  14. Office of the Chief Scientist. (2016). Australia’s STEM workforce: Science, technology, engineering and mathematics. Camberra: Australian Governments Available at http://www.chiefscientist.gov.au/wp-content/uploads/Australias-STEM-workforce_full-report.pdf. Accessed 22 Oct 2016.Google Scholar
  15. Ogbu, J. U. (2004). Collective identity and the burden of “acting white” in black history, community, and education. The Urban Review, 36(1), 1–35.  https://doi.org/10.1023/b:urre.0000042734.83194.f6.CrossRefGoogle Scholar
  16. Reed-Danahay, D. (Ed.). (1997). Auto/ethnography: Rewriting the self and the social. New York: Berg.Google Scholar
  17. Soja, E. (1996). Thirdspace: Journeys to Los Angeles and other real and imagined places. Oxford: Blackwell.Google Scholar
  18. STEME research group. (2015). Building productive partnerships for STEM education: evaluating the model & outcomes of the scientists and mathematicians in schools program 2015. Deakin University. Available at http://www.scientistsinschools.edu.au/evaluation.htm. Accessed 22 Oct 2016.
  19. Thomas, P. L. (2013). Corporate education reform and the rise of state schools. The Journal of Critical Education Policy Studies, 11(2), 203–238.Google Scholar
  20. Weinstein, M. (2016). Imagining science education through ethnographies of neoliberal resistance. Mind, Culture, and Activity, 23(3), 237–246.  https://doi.org/10.1080/10749039.2016.1201843.CrossRefGoogle Scholar
  21. Worldwide independent network of market research – WIN and Gallup International. (2015). WIN/Gallup international’s annual global end of year survey reveals a world of conflicting hopes, happiness and despair. Available at http://www.wingia.com/web/files/richeditor/filemanager/WINGIA_Final_Press_Release_EOY_2015.pdf. Accessed 21 Oct 2016.

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Australian Catholic UniversityMelbourneAustralia

Personalised recommendations