Cultural Studies of Science Education最新文献_第8页

"The freshness of irreverence": learning from ACT UP toward sociopolitical action in science education. “不敬的新鲜”:从ACT UP中学到科学教育中的社会政治行动。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10162-7

Jenny Tilsen

{"title":"\"The freshness of irreverence\": learning from ACT UP toward sociopolitical action in science education.","authors":"Jenny Tilsen","doi":"10.1007/s11422-023-10162-7","DOIUrl":"https://doi.org/10.1007/s11422-023-10162-7","url":null,"abstract":"This article explores ACT UP (AIDS Coalition to Unleash Power) through a Freirean lens of critical consciousness, dialogue, and transformation. The purpose is to draw from where there have been processes of engagement of sociopolitical action in science and how these spaces can become meaningful entry points to take toward making a \"sociopolitical turn\" in science education, as well as in science more broadly. Current practices in science education do not adequately prepare educators and students to challenge and interrupt injustices that we are emersed in. ACT UP is a well-studied example of when non-specialists engaged with science and scientific knowledge making to shift power and policy. Paulo Freire's pedagogy was developed alongside social movements. By examining ACT UP through a Freirean lens, I explore themes of relationality, social epistemology, consensus, and dissensus that emerged when a social movement engaged with science to achieve its goal. My intent is to add to the ongoing dialogues of approaching science education as a practice of critical consciousness and liberatory world making.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"143-158"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9942075/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9180252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán. 基础科学课堂上殖民主义的有害白人化：阿兹特兰El Sur de Tejas的减法教育的多代性。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-05-23 DOI: 10.1007/s11422-023-10183-2

Nora Alicia Luna, James C Jupp

引用次数: 0

Science teacher beliefs in conflict-affected zones of Jammu and Kashmir. 查谟和克什米尔受冲突影响地区的科学教师信仰。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-04-28 DOI: 10.1007/s11422-023-10181-4

Rehka Koul, Garima Bansal

引用次数: 0

Freire's hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis. 弗莱雷在急剧变化的时代的希望:从科学教育到面对气候危机的课程整合对话。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10157-4

Iván Salinas, M Beatriz Fernández, Daniel Johnson, Nataly Bastías

{"title":"Freire's hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis.","authors":"Iván Salinas, M Beatriz Fernández, Daniel Johnson, Nataly Bastías","doi":"10.1007/s11422-023-10157-4","DOIUrl":"https://doi.org/10.1007/s11422-023-10157-4","url":null,"abstract":"This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire's work about a radical form of emancipatory pedagogy, bell hooks's proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for facing the climate crisis: an anti-oppressive curriculum integration practice. The issue of climate change education is discussed in its challenges as we present some findings about the role of policy in incorporating climate change in education in Chile and the experience of a teacher, Nataly, coauthor in this work, integrating curriculum as an action-research project. We propose that an anti-oppressive curriculum integration emerges from converging two approaches: curriculum design intended for sustaining democratic societies and thematic investigations proposed for liberatory practices of the oppressed.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"21-39"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9938953/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9180250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data. STEM 教育中的社会政治团结：以青年为中心的关系，抵制将学习仅仅作为成绩数据。

IF 1.3 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-03-15 DOI: 10.1007/s11422-023-10161-8

Colin Hennessy Elliott, Keidy Alcantara, Yoelis Brito, Pricilla Dua

引用次数: 0

Expanding the border of science education through the lens of Buddhist mindfulness. 通过佛教正念的视角拓展科学教育的边界。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-04-28 DOI: 10.1007/s11422-023-10177-0

Yau Yan Wong, Chatree Faikhamta

引用次数: 1

Beyond neat classifications: A case for the in-betweens. 超越整齐的分类:一个介于两者之间的案例。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10184-1

Mitch Bleier

{"title":"Beyond neat classifications: A case for the in-betweens.","authors":"Mitch Bleier","doi":"10.1007/s11422-023-10184-1","DOIUrl":"https://doi.org/10.1007/s11422-023-10184-1","url":null,"abstract":"Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning of these things is evaluated. However, this approach minimizes the complexity and dynamic nature of environments whether natural, human built, or some hybrid of the two. In this paper, I make a case for studying environments and environmental issues in all of their spatial, temporal, and compositional complexity from the very earliest ages as a way to increase environmental literacy among individuals as well as in the population as a whole. This, in effect, will cultivate learners with a better, more nuanced understanding of the natural world and will lead to citizens, professionals, and policymakers who are more inclined, have more efficacious intellectual tools, and who are better able to address the environmental issues and crises such as climate change, sea-level rise, wildfires, epidemics and pandemics, drought, and crop failure, that are becoming more common and more critical in the 21st century.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 2","pages":"483-497"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193311/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9901783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Freirean inspirations in solidary internationalism between East Timor and Brazil in science education. 东帝汶和巴西在科学教育方面团结国际主义的自由启示。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10159-2

Suzani Cassiani, Irlan von Linsingen

{"title":"Freirean inspirations in solidary internationalism between East Timor and Brazil in science education.","authors":"Suzani Cassiani, Irlan von Linsingen","doi":"10.1007/s11422-023-10159-2","DOIUrl":"https://doi.org/10.1007/s11422-023-10159-2","url":null,"abstract":"The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of Teachers and Teaching of the Portuguese Language program in East Timor, inspired by the dialogicity of Paulo Freire, an educator well known and beloved by the Timorese people for his indirect contribution to the independence of that country. Freire's dialectic denunciation-annunciation was essential to identify the problems and propose solutions with the Timorese and not only for them. In addition, through our experiences in that country, we identified issues like those of Brazilian education as the effects of coloniality and introjections of inferiority and subordination, as well as the transnationalization of education, among other problems. Thus, the Freirean dialectic denunciation-announcement of this praxis, together with Timorese education, drove us to examine our own Brazilian territory, provoking intersectional reflections related to racism, gender and sexuality issues, and social class prejudice, among other forms of oppression. It deepened ways of acting based on critical interculturality and the concept of decolonial pedagogy, which suggested ways to fight for social justice in science education.","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":"115-141"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9984745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9562116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum. 社区大学教育的自由主义解放视角:生物课程中的批判意识与社会公正科学问题。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10152-9

Marcela Bernal-Munera

引用次数: 2

Reimagining Freire: beyond human relations. 重新想象Freire:超越人际关系。

IF 1.2 4区教育学

Cultural Studies of Science Education Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10154-7

Naya Jones

引用次数: 0