“不敬的新鲜”:从ACT UP中学到科学教育中的社会政治行动。

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES Cultural Studies of Science Education Pub Date : 2023-01-01 DOI:10.1007/s11422-023-10162-7
Jenny Tilsen
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引用次数: 0

摘要

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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"The freshness of irreverence": learning from ACT UP toward sociopolitical action in science education.

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.

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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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