Special issue "reflecting on Freire: a praxis of radical love and critical hope for science education"-theme: transnational collaborations and solidarities: Transnational conversations about science education: Paulo Freire, interculturality and socio-political transformation.
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引用次数: 0
Abstract
In this article I will examine some of the issues raised by the following three articles in this special issue about Paulo Freire and science education: Jenny Tilsen's "The freshness of irreverence": learning from ACT UP towards socio-political action in science education"; Suzani Cassiani and Irlan von Linsingen's "Freirean inspirations in solidary internationalism between East Timor and Brazil in science education"; and Gonzalo Peñalosa, Jairo Robles-Piñeros and Geilsa Costa Santos Baptista's "Science Education and Cultural Diversity: Freire's Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers". Brought together within this special issue under the theme of Transnational collaborations and solidarities, these articles explore the possibilities and tensions that emerge from thinking and practicing a Freirean-inspired science education that enables socio-political action and transformation by marginalised communities across the world. In this review, I will focus on ideas raised (to different extents) across these articles around three interrelated areas-interculturality and decoloniality, socio-political transformation, and teacher education and work-with the aim of expanding on what transnational inspirations and collaborations such as the ones promoted by this special issue can mean to those of us across the world working against the grain of marginalisation and dehumanisation (of students and teachers) from within science education.
在这篇文章中,我将研究以下三篇关于保罗·弗莱雷和科学教育的特刊文章所提出的一些问题:珍妮·蒂尔森的“不敬的新鲜感”:从ACT UP中学到科学教育中的社会政治行动;Suzani Cassiani和Irlan von Linsingen的“东帝汶和巴西在科学教育中的团结国际主义的自由主义启示”;以及Gonzalo Peñalosa、Jairo Robles-Piñeros和Geilsa Costa Santos Baptista的《科学教育与文化多样性:Freire的对话概念作为研究科学教师课堂话语的理论视角》。本期特刊以“跨国合作与团结”为主题,汇集了这些文章,探讨了思考和实践自由主义启发的科学教育所产生的可能性和紧张关系,这种教育使世界各地边缘化社区能够采取社会政治行动和变革。在这篇综述中,我将重点关注这些文章中围绕三个相互关联的领域提出的观点(在不同程度上):跨文化和非殖民化、社会政治转型、教师教育和工作的目的是扩大这期特刊所推动的跨国灵感和合作对我们这些在世界各地努力反对科学教育中(学生和教师)边缘化和非人性化的人的意义。
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.