Abstract
Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has been taught. Currently, national and local curriculum transformation efforts are producing useful insights and materials.
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I want to thank Jinnie Garrett for inviting me to participate in the very exciting conference (Communicating Science held at Hamilton College, Clinton, NY, USA, 3–5 October 1998) and for her encouragement in preparing this paper. I also want to thank Joan Schulz and Patricia Brown for the important discussions and assistance contributing to this work.
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Spanier, B. Transforming science curricula in higher education: Feminist contributions. Sci Eng Ethics 6, 467–480 (2000). https://doi.org/10.1007/s11948-000-0004-4
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DOI: https://doi.org/10.1007/s11948-000-0004-4