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Science Education Towards Social and Ecological Justice

Provocations and Conversations

  • Book
  • © 2023

Overview

Authors:
  1. Matthew Weinstein

    1. School of Education, University of Washington, Tacoma, USA

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  2. Chantal Pouliot

    1. Faculté des sciences de l’éducation, Université Laval, Québec, Canada

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  3. Isabel Martins

    1. Centro de Ciências da Saúde, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

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  4. Ralph Levinson

    1. Institute of Education, University College London, London, UK

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  5. Lyn Carter

    1. Australian Catholic University, Fitzroy, Australia

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  6. Larry Bencze

    1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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  7. Ajay Sharma

    1. Department of Educational Theory and Practice, Francis Mary Early College of Education University of Georgia, Athens, Georgia

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  • Examines multiple critical science educations in distinct national contexts
  • Combines autobiography and political analysis of science educations in different national contexts
  • Explores multiple political contexts of science education as well as activist possibilities

Part of the book series: Sociocultural Explorations of Science Education (SESE, volume 24)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-viii
    Download chapter PDF

  2. Introduction

    • Matthew Weinstein, Chantal Pouliot, Isabel Martins, Ralph Levinson, Lyn Carter, Larry Bencze et al.
    Pages 1-5

  3. Knowing Our Moment: (Neo)Liberalism, Democracy and Science (Education)

    • Lyn Carter
    Pages 7-41

  4. Tales of Struggle: Dust, Smoke, Urban Forests and Confidentiality of Research

    • Chantal Pouliot
    Pages 43-67

  5. Science Education and Possible Futures

    • Isabel Martins
    Pages 69-93

  6. Science Education and Social Justice: A Possible Dream

    • Ralph Levinson
    Pages 95-121

  7. Towards a Science/Education of Late Neoliberal Bodies

    • Matthew Weinstein
    Pages 123-148

  8. Growing Pro-ecojustice Dispositifs Through Science and Technology Education

    • Larry Bencze
    Pages 149-175

  9. Can We Be Hopeful Yet?

    • Ajay Sharma
    Pages 177-187

  10. Correction to: Science Education Towards Social and Ecological Justice

    • Matthew Weinstein, Chantal Pouliot, Isabel Martins, Ralph Levinson, Lyn Carter, Larry Bencze et al.
    Pages C1-C1

  11. Back Matter

    Pages 189-213
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Keywords

About this book

This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.

Authors and Affiliations

  • School of Education, University of Washington, Tacoma, USA

    Matthew Weinstein

  • Faculté des sciences de l’éducation, Université Laval, Québec, Canada

    Chantal Pouliot

  • Centro de Ciências da Saúde, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

    Isabel Martins

  • Institute of Education, University College London, London, UK

    Ralph Levinson

  • Australian Catholic University, Fitzroy, Australia

    Lyn Carter

  • Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

    Larry Bencze

  • Department of Educational Theory and Practice, Francis Mary Early College of Education University of Georgia, Athens, Georgia

    Ajay Sharma

About the authors

Matthew Weinstein is a professor of science education at the University of Washington-Tacoma. He is the author of Robot World: Education, Popular Culture, Science and of Bodies Out of Control: Rethinking Science Texts with Nidaa Makki. His work draws on anthropology, cultural studies and political economy to analyze science education in and out of schools as forms of contested public culture.

Chantal Pouliot is a Full Professor at Université Laval (Québec, Canada). She works on the teaching of environmental issues and the challenges of researchers' participation in socio-political conversations. She is co-director of the collection Learning from controversy (PUQ). She was on the Commission whose work led to the creation of Quebec's Bill 32 to protect academic freedom (June 2022).

Isabel Martins is Professor of Science and Health Education at the Federal University of Rio de Janeiro. Her research explores relationships between citizenship, socialjustice and scientific literacy through discursive analyses of curriculum policy, science textbooks, popular science materials as well as of interactions in classrooms and in communities of learning.

Ralph Levinson taught science for thirteen years in secondary schools in London before moving to teach and research at University College London. His main research interests are science education and social justice, biology and chemistry education, and has worked on a number of European projects. He has written popular science books for children as well as many research articles.

Larry Bencze is an Associate Professor Emeritus in science education at OISE, University of Toronto, having worked there since 1998 after working as a secondary school science teacher and school district science consultant for 15 years. He uses action research to promote and understand sociopolitical engagement through science and technology education.

Ajay Sharma is a professor in the Department of Educational Theory and Practice, at the University of Georgia, Athens, United States of America. His current research centers on explorations of neoliberalism’s impact on education and representation of the natural world in science education. His recent publications include a co-edited book on progressive neoliberalism in education.




Bibliographic Information

  • Book Title: Science Education Towards Social and Ecological Justice

  • Book Subtitle: Provocations and Conversations

  • Authors: Matthew Weinstein, Chantal Pouliot, Isabel Martins, Ralph Levinson, Lyn Carter, Larry Bencze, Ajay Sharma

  • Series Title: Sociocultural Explorations of Science Education

  • DOI: https://doi.org/10.1007/978-3-031-39330-3

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

  • Hardcover ISBN: 978-3-031-39329-7Published: 26 August 2023

  • Softcover ISBN: 978-3-031-39332-7Due: 25 March 2024

  • eBook ISBN: 978-3-031-39330-3Published: 25 August 2023

  • Series ISSN: 2731-0248

  • Series E-ISSN: 2731-0256

  • Edition Number: 1

  • Number of Pages: VIII, 213

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Science Education, Learning & Instruction, International and Comparative Education

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