Critical Voices in Science Education Research: Narratives of Hope and Struggle

263 Pages·2019·4.914 MB·English

by  Jesse Bazzul, Christina Siry

Cultural Studies of Science Education 17
Jesse Bazzul
Christina Siry E ditors
Critical Voices
in Science
Education
Research
Narratives of Hope and Struggle
Cultural Studies of Science Education
Volume 17
Series editors
Catherine Milne, Department of Teaching and Learning, New York University
The Steinhardt School of Culture, Education, New York, USA
Christina Siry, Institute of Applied Educational Sciences, The University of
Luxembourg, Esch-sur-Alzette, Luxembourg
Michael P. Mueller, College of Education, University of Alaska Anchorage,
Anchorage, Alaska, USA
The series is unique in focusing on the publication of scholarly works that employ
social and cultural perspectives as foundations for research and other scholarly
activities in the three fields implied in its title: science education, education, and
social studies of science.
The aim of the series is to establish bridges to related fields, such as those
concerned with the social studies of science, public understanding of science,
science/technology and human values, or science and literacy. Cultural Studies of
Science Education, the book series explicitly aims at establishing such bridges and
at building new communities at the interface of currently distinct discourses. In this
way, the current almost exclusive focus on science education on school learning
would be expanded becoming instead a focus on science education as a cultural,
cross-age, cross-class, and cross-disciplinary phenomenon.
The book series is conceived as a parallel to the journal Cultural Studies of
Science Education, opening up avenues for publishing works that do not fit into the
limited amount of space and topics that can be covered within the same text. Book
proposals for this series may be submitted to the Publishing Editor: Claudia Acuna
E-mail: [email protected]
More information about this series at http://www.springer.com/series/8286
Jesse Bazzul • Christina Siry
Editors
Critical Voices in Science
Education Research
Narratives of Hope and Struggle
Editors
Jesse Bazzul Christina Siry
University of Regina Institute of Applied Educational Sciences
Regina, SK, Canada The University of Luxembourg
Esch-sur-Alzette, Luxembourg
ISSN 1879-7229 ISSN 1879-7237 (electronic)
Cultural Studies of Science Education
ISBN 978-3-319-99989-0 ISBN 978-3-319-99990-6 (eBook)
https://doi.org/10.1007/978-3-319-99990-6
Library of Congress Control Number: 2018968490
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Contents
Part I Critical Reflections: Stories of Struggle & Hope
1 Critical Voices in Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Jesse Bazzul and Christina Siry
2 Boundaries, Gatekeeping, and Oppression Within Science
Education Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Sarah Riggs Stapleton
3 Quietism in the Face of Injustice: A Cultural Mennonite’s
Reflection on Pride and Shame in Science
and Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Hannah K. Miller
4 Finding a Critical Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Aswathy Raveendran
5 Stories of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Ralph Levinson
6 Reflections on Undergraduate Science Experiences:
A Push to Science Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
David Segura and Olayinka Mohorn-Mintah
7 Embedding Ethics of Care into Primary Science Pedagogy:
Reflections on Our Criticality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lyn Carter, Carolina Castano Rodriguez, and Jenny Martin
8 Science Museums: Reflections from an Autobiographical
Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Ana Maria Navas Iannini
v
vi Contents
9 Journeys as Communicative Gestures: My Relationships
with/in the Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Tristan Gleason
10 On the Possibility of Authorship in Science Education . . . . . . . . . . . 93
Juliano Camillo
11 Beyond Levinas’ Other: My Journey Reimaging
Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
David Blades
12 Maintaining Our Critical Work: Stories of Curriculum
Making in Initial Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Jenny Martin and Donna King
13 Confronting Self: Stories of Incipiency, Disequilibrium,
and Becoming Critical in Science Education . . . . . . . . . . . . . . . . . . . . 127
Darren Hoeg, Larry Bencze, Sarah El Halwany, Erin Sperling, and
Majd Zouda
14 A Critical Co/Autoethnographic Exploration of Self:
Becoming Science Education Researchers in Diverse
Cultural and Linguistic Landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Jennifer C. Park and Sara E. D. Wilmes
15 Resistance to Divergent, Child-Centered Scientific Inquiry
in the Elementary School and at the University:
An Autoethnography of a Science Educator . . . . . . . . . . . . . . . . . . . . 157
Brian Stone
Part II Science Education, Politics and Resistance
16 Not “Real” Science Education Research: The Systematic
Silencing of Critical Science Education Scholarship . . . . . . . . . . . . . 173
Jean Rockford Aguilar-Valdez
17 In the Middle of Treaty Walking: Entangling Truth, Ethics,
and the Risky Narratives of Two Settler(colonial)s . . . . . . . . . . . . . . . 179
Audrey Aamodt and Jesse Bazzul
18 Engaging in Research Practices as Critical
Scholars/Activists: A Metalogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Alexandra Schindel, Sara Tolbert, and Alberto J. Rodriguez
19 P laying Within/Against Entombed Scholarship:
Episodes in an Academic Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Noel Gough
Contents vii
20 Multiplicitous Moments: The Inculcation, Abstraction,
and Resistance to the Face of the Novice Science Teacher . . . . . . . . . 213
Maria F. G. Wallace
21 Pursuing Response-Ability in De/Colonizing
Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Marc Higgins
22 Learning About Matter and the Material, Struggling
with Entanglement and Staying with the Trouble
to Raise Up Feminist Science Education . . . . . . . . . . . . . . . . . . . . . . . 235
Kathryn Scantlebury, Anita Hussenius, and Jenny Ivarsson
23 Pushing the Political, Social and Disciplinary Boundaries
of Science Education: Science Education as a Site
for Resistance and Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Carolina Castano Rodriguez
24 W oman Being Disruptive: Challenging (E)quality
in Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Annette Gough
25 A fter-Words: Refashioning Science/Education Through
Critical Voices and Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Matthew Weinstein
Part I
Critical Reflections: Stories
of Struggle & Hope
Chapter 1
Critical Voices in Science Education
Jesse Bazzul and Christina Siry
Many people need desperately to receive this message: ‘I feel and think much as you do,
care about many of the things you care about, although most people do not care about them.
You are not alone’.
– Kurt Vonnegut Jr., Timequake (Vonnegut 1998)
I dream. Sometimes I think that's the only right thing to do.
– Haruki Murakami, Sputnik Sweetheart (Murakami 2002)
This book came into being because of an ever-present cacophony: the sounds of
students, teachers, and researchers critically engaging the field of science education
for the wellbeing of communities and justice for our shared planet. It is no easy task,
as hardship, resistance, and confusion admittedly account for some of these sounds.
There are no promises of return (of any kind), no roadmaps to tell where and how
something might be changed in a field that could be so integral to the creation of
environmentally and socially just futures.
This collection captures the diverse stories and journeys of science education
scholars as they have come to do important critical work in the field. Work that can
often be opposed, censored, or discouraged by institutions, social forces, and even
people we have come to trust and learn so much from (and still do). What follows
are narratives of struggle, sense-making, and hope generously shared by a diverse
group of science teacher-educators and science education researchers. Collectively,
they present snapshots of their various experiences, as well as insights into the chal-
lenges many justice-oriented science educators face as they work within education
systems that keep systems of oppression and destruction, such as white supremacy
J. Bazzul (*)
University of Regina, Regina, Saskatchewan, Canada
e-mail: [email protected]
C. Siry
Institute of Applied Educational Sciences, The University of Luxembourg,
Esch-sur-Alzette, Luxembourg
e-mail: [email protected]
© Springer Nature Switzerland AG 2019 3
J. Bazzul, C. Siry (eds.), Critical Voices in Science Education Research,
Cultural Studies of Science Education 17,
https://doi.org/10.1007/978-3-319-99990-6_1