Advertisement

Journeys as Communicative Gestures: My Relationships with/in the Sciences

  • Tristan GleasonEmail author
Chapter
Part of the Cultural Studies of Science Education book series (CSSE, volume 17)

Abstract

In this piece I use autoethnography to communicate my relationships with/in the sciences, drawing from experiences as both a learner and an educator. I argue that giving voice to such experiences plays an important role in developing coalitions of critical science educators, and works against the ubiquitous appeal of disembodied objectivity in the sciences more broadly. At the same time, I worry about the ways in which autoethnographic research tacitly assumes a stable and transparent self, able to give voice to self-evident experiences. Instead, I draw on the work of Maria Lugones to frame this autoethnographic practice as a communicative gesture. Here, narratives underscore how past experiences become reconstructed in the present, not in order to uncover the truth of these experiences but to put them to use in the construction of coalitions of critical scholars in the field of science education.

Keywords

Science education Autoethnography Academic journeys Critical scholarship 

References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.  https://doi.org/10.1215/9780822388128.CrossRefGoogle Scholar
  2. Barad, K. (2011). Nature’s queer performativity. Qui Parle: Critical Humanities and Social Sciences, 19, 121–158.  https://doi.org/10.5250/quiparle.19.2.0121.CrossRefGoogle Scholar
  3. Collins, P. H. (2011). Piecing together a genealogical puzzle: Intersectionality and American pragmatism. European Journal of Pragmatism and American Philosophy, 3, 88–112.Google Scholar
  4. Conrad, J. (1963). Nostromo: A tale of the seaboard. Harmondsworth: Penguin Books.Google Scholar
  5. Dewey, J. (1973). The need for a recovery of philosophy. In J. McDermott (Ed.), The philosophy of John Dewey (pp. 58–97). Chicago: University of Chicago Press.Google Scholar
  6. Dewey, J. (1981). Experience and nature. LW (Vol. 1). Carbondale: Southern Illinois University Press.Google Scholar
  7. Dumas, M. J. (2014). ‘Losing an arm’: Schooling as a site of black suffering. Race Ethnicity and Education, 17, 1–29.  https://doi.org/10.1080/13613324.2013.850412.CrossRefGoogle Scholar
  8. Haraway, D. J. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14, 575–599.  https://doi.org/10.2307/3178066.CrossRefGoogle Scholar
  9. Harding, S. (2006). Science and social inequality: Feminist and postcolonial issues. Urbana: University of Illinois Press.Google Scholar
  10. Jackson, A. Y., & Mazzei, L. M. (2008). Experience and “I” in autoethnography: A deconstruction. International Review in Qualitative Research, 1(3), 299–318.Google Scholar
  11. Latour, B. (1991). We have never been modern. Cambridge, MA: Harvard University Press.Google Scholar
  12. Latour, B. (2004). Politics of nature: How to bring the sciences into democracy. Cambridge, MA: Harvard University Press.Google Scholar
  13. Latour, B. (2013). An inquiry into modes of existence: An anthropology of the moderns. Cambridge, MA: Harvard University Press.Google Scholar
  14. Lugones, M. (2006). On complex communication. Hypatia, 21, 75–85.  https://doi.org/10.1111/j.1527-2001.2006.tb01114.x.CrossRefGoogle Scholar
  15. Puar, J. (2012). “I would rather be a cyborg than a goddess”: Becoming-intersectional in assemblage theory. Philosophia, 2, 49–66.Google Scholar
  16. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.Google Scholar
  17. Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation—An argument. CR: The New Centennial Review, 3, 257–337.  https://doi.org/10.1353/ncr.2004.0015.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Moravian CollegeBethlehemUSA

Personalised recommendations