Critical Voices in Science Education Research [electronic resource] : Narratives of Hope and Struggle /
Bazzul, Jesse.editor.
Siry, Christina.editor.
This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to “do good in the world”, while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.
Critical Voices in Science Education -- Critical Reflections: Stories of Struggle & Hope -- Quietism in the face of injustice: A cultural Mennonite’s reflection on pride and shame in science and environmental education -- Finding a critical voice -- Stories of hope -- Reflections on undergraduate science experiences: a push to science teaching -- Embedding ethics of care into primary science pedagogy: reflections on our criticality -- Science museums: reflections from an autobiographical journey -- Journeys as communicative gestures: My relationships with/in the sciences -- On the possibility of authorship in science education -- Beyond Levinas’ Other: My journey re-imaging science education -- Maintaining our critical work: Stories of curriculum making in initial teacher education -- Confronting self: Stories of incipiency, disequilibrium, and becoming critical in science education -- A critical co/autoethnographic exploration of self: Becoming science education researchers in diverse cultural and linguistic landscapes -- Resistance to divergent, child-centered scientific inquiry in the elementary school and at the university: An autoethnography of a science educator -- Science Education, Politics and Resistance -- Not “real” science education research: The systematic silencing of critical science education scholarship -- Playing within/against entombed scholarship: episodes in an academic life -- Engaging in research practices as critical scholars/activists: A metalogue -- In the middle of treaty walking: Entangling truth, ethics, and the risky narratives of two settler(colonial)s -- Multiplicitous moments: The inculcation, abstraction, and resistance to the face of the novice science teacher -- Pursuing response-ability in de/colonizing science education -- Learning about matter and the material, struggling with entanglement and staying with the trouble to raise up feminist science education -- Pushing the political, social and disciplinary boundaries of science education: science education as a site for resistance and transformation -- Woman being disruptive: Challenging (e)quality in science education -- After-words: Refashioning Science/Education through Critical Voices and Politics.
This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to “do good in the world”, while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.
Science
Science Education.
Teaching and Teacher Education.
Learning & Instruction.