1,720,979 research outputs found
Stories of Hope
Get PDFThis is a narrative account, reflected from the author’s perspective, of three teachers’ resistance to the formulation of metrication and fabrication arising from the influence of STEM in science education. It focuses on the ways transformative science teaching challenges this obstacle viewed through the lens of Critical Realism and how social justice is meshed into science pedagogy
How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial
No full textThis thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I examine how four Ontario secondary school biology textbooks discursively delimit what can be thought and acted upon, and in the process work to partially constitute students/teachers as sex/gendered; neocolonial; neoliberal (and a subject of work), and ethical subjects and subjectivities. This thesis engages the topic of how discourse can constitute subjectivity in science in three basic ways: First, on a theoretical level, in terms of working out an understanding of subject constitution/interpellation that would also be useful when engaging with other sociopolitical and ethical questions in science education. Secondly, in terms of an empirically based critical discourse analysis that examines how various statements within these four textbooks could set limits on what is possible for students to think and act upon in relation to themselves, science, and the world. Thirdly, this thesis represents a narrative of scholarly development that moves from an engagement of my personal experiences in science education and current science education literature towards the general politico-philosophical topic of subjectivity and biopolitics. This thesis begins with a discussion of my experiences as a science teacher, a review of relevant science education literature, and considerations of subjectivity that relate specifically
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to the specific methodological approach I employ when examining these textbooks. After this I present five chapters, each of which can be thought of as a somewhat separate analysis concerning how the discourses of these textbooks can work to constitute specific subjectivities (each involving different theoretical/methodological considerations). I conclude with a reflection/synthesis chapter and a call to see science education as a site for biopolitical struggle.Ph
Politics, Imagination, and the Problem of Antiquation : Embracing Old and New Materialisms
No full textPolitical imagination has never been more important, yet it is very often foreclosed in conservative educational spaces. It’s important to question the occlusion of political imagination from both science and education on a general level—something STEM-types are actively discouraged from thinking about. In order for education fields to progress and face the crises of our century there must be space to dream/think/imagine ‘the political’ along infinite horizons. This essay is an attempt to clear some space for political imagination by problematizing quick dismissals of older critical perspectives (e.g. materialisms), and suggests that any turn to ontology needs to be continually interpreted and politicized. Giving space to politics and imagination is vital as educators dream about different futures in the ruins of capitalism. This paper speaks to the ‘ontological turn’ that is still occurring in various academic disciplines in the humanities and social sciences
How Discourses of Biology Textbooks Work to Constitute Subjectivity: From the Ethical to the Colonial
Get PDFThis thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I examine how four Ontario secondary school biology textbooks discursively delimit what can be thought and acted upon, and in the process work to partially constitute students/teachers as sex/gendered; neocolonial; neoliberal (and a subject of work), and ethical subjects and subjectivities. This thesis engages the topic of how discourse can constitute subjectivity in science in three basic ways: First, on a theoretical level, in terms of working out an understanding of subject constitution/interpellation that would also be useful when engaging with other sociopolitical and ethical questions in science education. Secondly, in terms of an empirically based critical discourse analysis that examines how various statements within these four textbooks could set limits on what is possible for students to think and act upon in relation to themselves, science, and the world. Thirdly, this thesis represents a narrative of scholarly development that moves from an engagement of my personal experiences in science education and current science education literature towards the general politico-philosophical topic of subjectivity and biopolitics. This thesis begins with a discussion of my experiences as a science teacher, a review of relevant science education literature, and considerations of subjectivity that relate specifically
ii
to the specific methodological approach I employ when examining these textbooks. After this I present five chapters, each of which can be thought of as a somewhat separate analysis concerning how the discourses of these textbooks can work to constitute specific subjectivities (each involving different theoretical/methodological considerations). I conclude with a reflection/synthesis chapter and a call to see science education as a site for biopolitical struggle.Ph
A Educação em Ciências precisa de manifestos
Get PDFAs a science teacher educator, manifestos are usually something I have students write. Manifestos are bold forms of expression that help earnest people formulate a focussed or principled stance on important issues. This special issue has provided an opportunity to write a short manifesto of my own; and it is good practice to do the things you want your students to do. In times of increasing environmental and social precarity, science and science education can no longer deny the moral and ethical imperative to be relevant to the survival of both human and nonhuman life. What follows is a manifesto that addresses some of what science education needs to grapple with in times of right-wing populism, pandemic, pollution, and political need. It’s not intended to be a platform, because science education needs many manifestos of desire and intent. The best this manifesto can do is encourage teachers and students to write more inspiring ones. The language of manifestos is highly variable, but generally it take things like declaration and affect more seriously, and leaves the important tasks of elaboration and consensus for another day. This manifesto has been organized into eight parts that together maintain that science, education, environment, and politics are necessarily entangled, such that the time where one could pretend that the sciences are separate from, and/or superior to, everything else has passed. Second, that boundaries separating things like disciplines, different species, and different ways of knowing the world are proving to be more arbitrary and less useful than ever. Manifestos, which are unabashedly political and morally invested, are just one of a multitude of unorthodox transdisciplinary manifestations coming to science educational communities everywhere!Como educador de professores de ciências, manifestos geralmente são algo que peço aos alunos que escrevam. Manifestos são formas ousadas de expressão que ajudam as pessoas sérias a formular posicionamentos, centrados ou baseados em princípios, sobre questões importantes. Esta edição especial ofereceu-me a oportunidade de escrever meu próprio manifesto; é uma boa prática fazer as coisas que você deseja que seus alunos façam. Em tempos de crescente precariedade ambiental e social, a ciência e a educação científica não podem mais negar o imperativo moral e ético de serem relevantes para a sobrevivência da vida humana e não humana. O que se segue é um manifesto que aborda parte do que a educação científica precisa enfrentar em tempos de populismo de direita, pandemia, poluição e dificuldades políticas. Não se destina a ser uma plataforma, porque a educação científica precisa de muitos manifestos de desejo e intenções. O melhor que este manifesto pode fazer é encorajar professores e alunos a escreverem outros mais inspiradores. A linguagem dos manifestos é altamente variável, mas geralmente levam coisas como declarações e afetos mais a sério e deixam as importantes tarefas de elaboração e consenso para outro dia. Este manifesto foi organizado em oito partes que, juntas, sustentam que ciência, educação, meio ambiente e política estão necessariamente emaranhados, de modo que é passado o tempo em que se poderia fingir que as ciências são separadas e / ou superiores a todo o restante. Em segundo lugar, defende-se que as fronteiras que separam coisas como disciplinas, espécies diferentes e maneiras diferentes de conhecer o mundo estão se revelando mais arbitrárias e menos úteis do que nunca. Manifestos, que são descaradamente políticos e moralmente investidos, são apenas um de uma multidão de manifestações transdisciplinares heterodoxas que chegam às comunidades educacionais de ciência em todos os lugares
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Ethics and science education : how subjectivity matters
No full textComprend des références bibliographiques.This book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources. Its basis comes from a textbook study that examined how biology texts work to constitute subjectivities related to neoliberalism and global capitalism, sex/gender and sexuality, and ethics. The study found that textbook discourses set limits on a) the types of ethical concerns represented b) the modes of ethical engagement c) the dispositions necessary to engage in ethical action or decision-making. Policy reform, regulation, and personal lifestyle choices were the primary ways students could approach ethical decision-making or action. While these approaches are useful, they are likely not sufficient for dealing with major twenty first century problems such as climate change and social inequality, along with new ethical dimensions introduced by biotechnologies and genomic research. This research brief sets a context for how discourses of science education policy and curricula work to shape a 'subject of ethics', that is how students come to see themselves as participants in issues of ethical concern. Drawing from a structural-poststructural philosophical approach, Science and Technology Studies, educational research, and a methodology based on discourse analysis and ethnography, this book's overall goal is to assist with research into subjectivity, ethics, politics, policy, and socioscientific issues in science education.Chapter 1: Science Education as a Site of Struggle -- Chapter 2: The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Chapter 3: The 'Ethical Subject' of Science Education -- Chapter 4: Science Education and Subjectivity in (Bio)political Context -- Chapter 5: Egalitarian Politics and the Dimensions of An Ethical Self -- Afterword: Different concepts and tools to bring about an ethically and politically engaged science education.
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