小心翼翼:科学教育中的环境与政治参与

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas
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引用次数: 0

摘要

政治与科学密不可分,尤其是在气候紧急状况和其他环境危机方面,但科学教育却往往是一个被忽视的参与环境问题政治层面的场所。本研究探讨了在公民空间日益受阻的背景下,英格兰的科学教师如何在学校科学中体验与环境相关的政治,特别是政治参与。本研究通过对 11 名科学教师进行的有理论依据的深度访谈,分析了他们在环境问题上的政治参与经验。我们发现,政治主要是通过学生发起的非正式对话而非教师计划的方式进入科学课堂的。在有计划的情况下,重点是个人、潜在的政治(公民)参与,而不是明显的政治参与。我们认为,这是 "后政治 "条件下的一种症状,并呼吁为讨论学校科学中不同形式政治参与的优势和局限性创造一个更加有利的环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Treading carefully: the environment and political participation in science education

Treading carefully: the environment and political participation in science education

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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