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"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 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10162-7
Jenny Tilsen

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.

这篇文章通过自由主义的批判意识、对话和转变来探索ACT UP(艾滋病释放力量联盟)。其目的是从科学中社会政治行动的参与过程中得出结论,以及这些空间如何成为有意义的切入点,以便在科学教育中以及更广泛的科学中实现“社会政治转向”。目前的科学教育实践并没有让教育者和学生做好充分的准备,去挑战和打破我们所处的不公正现象。ACT UP是非专家参与科学和科学知识制定以改变权力和政策的一个充分研究的例子。保罗·弗莱雷的教学法是随着社会运动而发展起来的。通过Freirean的视角考察ACT UP,我探索了当一场社会运动与科学合作以实现其目标时出现的关系、社会认识论、共识和异议等主题。我的目的是增加正在进行的对话,将科学教育作为一种批判性意识和解放世界的实践。
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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 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10157-4
Iván Salinas, M Beatriz Fernández, Daniel Johnson, Nataly Bastías

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.

本文从气候危机时期的科学教育出发,提出了理解课程整合作为一种激进教学法形式的对话。本文将保罗·弗莱雷关于一种激进形式的解放式教学法的作品、贝尔·胡克斯关于在教学中超越界限的建议,以及为了拥抱一种面对气候危机的激进教学法——一种反压迫性的课程整合实践——而对科学家身份的看法编织在一起。在讨论气候变化教育的挑战时,我们提出了一些关于政策在将气候变化纳入智利教育中的作用的发现,以及该工作的合著者Nataly老师将课程作为行动研究项目整合的经验。我们建议,通过融合两种方法来实现反压迫性课程整合:旨在维持民主社会的课程设计和为被压迫者的解放实践提出的主题调查。
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引用次数: 1
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 Q1 Social Sciences Pub Date : 2023-01-01 Epub Date: 2023-04-28 DOI: 10.1007/s11422-023-10177-0
Yau Yan Wong, Chatree Faikhamta

This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being in the borderland of science and Buddhism, and how Buddhism can expand the border of science education through the inclusion of important topics, such as mindfulness, emotional wellbeing, and interbeing. This study also examines the roadblocks that are preventing deeper integration of science and mindfulness, including empiricism, scientism, individualism, materialism, and dualism. My standpoint is that to overcome the 21st grand challenges, teachers of science need to have the courage to cross the borders of various disciplines and help students develop essential skills for cultivating a healthy, balanced, and mindful lifestyle.

这是一项解释学现象学研究,描述和解释了第一位作者王在泰国科学教育博士生期间在科学和佛教正念边界的生活经历。我与多位正念老师一起探索我的学习经历,其中包括来自佛教传统的Thich Nhat Hanh。此外,我探索了身处科学和佛教边界的可供性,以及佛教如何通过纳入重要主题来扩大科学教育的边界,如正念、情感健康和交往。这项研究还考察了阻碍科学和正念深入融合的障碍,包括经验主义、科学主义、个人主义、唯物主义和二元论。我的观点是,要克服21世纪的重大挑战,科学教师需要有勇气跨越各个学科的边界,帮助学生发展培养健康、平衡和专注生活方式的基本技能。
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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 Q2 CULTURAL STUDIES 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

In this paper, we-a participatory action group-use the tenants of critical pedagogy to articulate how youths developed relationships for and with STEM disciplinary practices through participation in spaces outside of the official scripts of their high school STEM classrooms in the United States. Spaces included their robotics team, a hybrid digital collaborative space, and in an extra project with a teacher. Each of these cases surfaces youth's ongoing orientation to the fact that STEM learning is relational, and political, exemplifying pockets of resistance against the structures of schooling that foreground learning as an act of individuals. These pockets of resistance take a certain sociopolitical solidarity between learners and educators that centers STEM education which has the possibility to remake power structures to center relations with worlds, human and non-human, and the futures they help learners imagine.

在本文中,我们--一个参与式行动小组--利用批判教学法的原则,阐述了青少年如何通过参与美国高中STEM课堂正式脚本之外的空间,发展与STEM学科实践的关系。这些空间包括他们的机器人团队、混合数字协作空间,以及与一名教师共同开展的额外项目。这些案例都体现了青少年对 STEM 学习具有关联性和政治性这一事实的持续关注,体现了他们对学校教育结构的抵制,这种教育结构将学习视为个人行为。这些小规模的反抗以学习者和教育者之间的某种社会政治团结为基础,这种团结以 STEM 教育为中心,有可能重塑权力结构,使之以与人类和非人类世界的关系以及他们帮助学习者想象的未来为中心。
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引用次数: 0
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 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10184-1
Mitch Bleier

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.

简化、还原论的课程设计和教学方法在科学教育中普遍存在。在生态学课程中——特别是但不限于k -12——生物群系、生态系统、栖息地和其他学习单元被简化为静态的、容易识别和描述的实体。教授每种语言的特征、组成部分和代表性现象,并对学生的学习情况进行评估。然而,这种方法最大限度地减少了环境的复杂性和动态性,无论是自然的,人工建造的,还是两者的混合。在本文中,我提出了一个案例,从最早的时代开始研究环境和环境问题的所有空间、时间和组成复杂性,以此作为提高个人和整个人口的环境素养的一种方式。实际上,这将培养对自然世界有更好、更细致理解的学习者,并将使公民、专业人士和政策制定者更倾向于、拥有更有效的智力工具,并能够更好地解决环境问题和危机,如气候变化、海平面上升、野火、流行病和流行病、干旱和作物歉收,这些问题在21世纪变得越来越普遍和越来越重要。
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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 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10159-2
Suzani Cassiani, Irlan von Linsingen

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.

这项工作的目的是反思东帝汶和巴西之间国际合作的挑战性轨迹,其重点是从关键的跨文化角度重新思考教师教育的必要性,旨在建立解放的关系、爱和团结。从2009年到2016年,我们在东帝汶协调了教师资格和葡萄牙语课程的教学,灵感来自保罗·弗莱雷(Paulo Freire)的对话,他是一位因间接为该国独立做出贡献而为东帝汶人民所熟知和喜爱的教育家。弗莱雷辩证的谴责-宣布对同东帝汶人而不仅仅是为东帝汶人确定问题并提出解决办法至关重要。此外,通过我们在该国的经验,我们确定了诸如巴西教育的问题,如殖民主义的影响和自卑和从属的内省,以及教育的跨国化等问题。因此,自由人对这种做法的辩证法谴责和宣布,加上东帝汶的教育,促使我们审查我们自己的巴西领土,引发与种族主义、性别和性问题、社会阶级偏见以及其他形式的压迫有关的交叉反思。它深化了基于批判性跨文化性和非殖民化教学法概念的行动方式,这为在科学教育中争取社会正义提出了方法。
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引用次数: 0
Reimagining Freire: beyond human relations. 重新想象Freire:超越人际关系。
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10154-7
Naya Jones

By bridging critical pedagogy and environmental praxis, the contributions in this forum build on Freire's legacy while stretching his work. As the authors attend to more-than-human life, they theorize and enact relational ways of knowing. Through participatory and multisensory pedagogies, they counter dichotomies between nonhuman and human nature, student and teacher. In this response, I consider how this (re)centering of more-than-human relations expands-and counters-Freire's thinking, including how he articulates humanization as a primary, liberatory aim of teaching and (un)learning. Along with insights from Black geographies and Black feminist ecologies, bell hooks guides my response. hooks critiqued and engaged with Freire's work with radical care, with space for complexity and accountability. This way of reading feels particularly suited to this forum, as the authors reimagine Freire's contributions to critical (environmental) pedagogy for the twenty-first century and beyond.

通过将批判教学法与环境实践相结合,本次论坛的贡献建立在弗莱雷的遗产之上,同时延伸了他的工作。当作者关注超越人类的生命时,他们将认识的相关方式理论化并付诸实施。通过参与式和多感官教学法,他们反对非人类和人性、学生和教师之间的二分法。在这个回应中,我考虑了这种超越人类关系的中心是如何扩展和反驳弗雷尔的思想的,包括他如何将人性化作为教学和学习的主要解放目标。除了黑人地理学和黑人女权主义生态学的见解之外,贝尔·胡克斯指导了我的回答。胡克斯对弗莱雷的作品进行了极其谨慎的评论和参与,为复杂性和责任留出了空间。这种阅读方式感觉特别适合这个论坛,因为作者重新设想了弗莱雷对21世纪及以后的批判(环境)教育学的贡献。
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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 Q1 Social Sciences Pub Date : 2023-01-01 DOI: 10.1007/s11422-023-10152-9
Marcela Bernal-Munera

This paper discusses the value of a Freirean liberatory perspective in community colleges, countering the traditional "second chance" or "social reproduction" viewpoints attributed by scholars to the education offered in these institutions, emphasizing its vital need in science and healthcare careers education. I explore the potential of this perspective by providing illustrative examples from a biology course incorporating social justice science issues in the curriculum to examine their relationship in cultivating students' critical consciousness at a community college with a programmatic emphasis on healthcare professions.

本文讨论了自由主义解放视角在社区大学中的价值,反驳了传统的“第二次机会”或“社会再生产”观点,这些观点被学者们归功于这些机构所提供的教育,强调了它在科学和医疗保健职业教育中的重要性。我通过提供一个生物课程的例子来探讨这一观点的潜力,该课程将社会正义科学问题纳入课程,以检验它们在培养社区大学学生批判意识方面的关系,该社区大学的课程重点是医疗保健专业。
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引用次数: 2
Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality 科学教学中的灵魂探索:透过交叉性的镜头探索关键教学事件
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2022-11-27 DOI: 10.1007/s11422-022-10131-6
Lisa M. Marco‐Bujosa
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引用次数: 1
Formal rules and rules as reasoning-in-action: playing games with reality in science education 形式规则与行为推理:科学教育中与现实的博弈
IF 1.2 4区 教育学 Q1 Social Sciences Pub Date : 2022-11-24 DOI: 10.1007/s11422-022-10134-3
James P. Davis
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引用次数: 1
期刊
Cultural Studies of Science Education
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