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| 2. |
- Andrée, Maria, 1974-, et al.
(författare)
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Political Rationalities in Science Education : A Case Study of Teaching Materials Provided by External Actors
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science Education. - Cham : Springer. - 9783319611907 - 9783319611914 ; , s. 75-92
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, “statework”, in terms of educational governance, becomes distributed within public and private networks. One example which is analysed in this chapter can be found with the web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is “made up” through a “centre of calculations”, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.
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| 3. |
- Arvola Orlander, Auli, et al.
(författare)
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Introduction
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science Education. - Cham, Swizerland : Springer. - 9783319611907 - 9783319611914 ; , s. 1-4
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Why did we write this book and why should it be of interest to our readers? ‘We’ refers to a community of scholars coming from the Nordic countries, including Denmark, Sweden and Norway. Our readers, those who we anticipate, are scholars like us with their work relating to science education but also those in teacher education and of course anyone who feels attracted and hopefully inspired by our vexations. The community of writers who contributed to this work are diverse, intersecting and questioning science education teaching, learning and teacher professional development from different angles and with different agendas. Amongst our community were a number of problematic issues regarding scientific inquiry, socio-materialism, the science lab, private enterprises in schools, outcome of teacher professional development, citizenship, norms and values that we agreed on, and that became the driving force for writing this book.
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| 4. |
- Arvola Orlander, A., et al.
(författare)
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Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education
- 2018
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Ingår i: Cultural, Social and Political Prespectives in Science Education. - Cham, Switzerland : Springer International Publishing AG. - 1879-7229 .- 1879-7237. - 9783319611907 ; , s. 139-152
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Bokkapitel (refereegranskat)abstract
- In this chapter we seek to challenge the positivistic and traditional way of doing research in the field of science education by turning to posthuman approaches to analyse our data. Feeling trapped in doing research where objects are regarded as having inherent boundaries and fixed properties, we have read data with and through a feminist materialist lens. We are curious to understand how posthuman approaches to explore ways of doing research can be mobilized using Karen Barad’s and Donna Haraway’s theories of diffractive reading. Our aim has been to open up the data to diffract it for new images and thereby to trouble the human centred and objective perspectives of doing research. Instead of taking a distance from our objects of research the diffractive reading has meant that we have infiltrated with our data, a student text and an excerpt from a classroom observation. We have allowed the data to influence us as well as the other way around and thus regarded the research objects as equivalent to ourselves in terms of agency. What came out of this way to tackle our research material is partly a different view of ourselves as scientists and the research objects as having agency, a more intrinsic, emotionally influenced and embodied view. We have got hold of our prejudices and exposed them instead of trying to pretend that they do not exist. Thereby we have taken ethical responsibility in this transparency as well as when seeing the “object” as equally active and meaning making as ourselves. Emotions have been brought to the surface and been used, since we cannot pretend that we are a mind without a body as the Cartesian thought stipulates and which natural science is still leaning on. We think that using the diffractive reading tool from a material feminist perspective has given us insights that would not have been possible to get when taking the anthropocentric and positivistic perspective. It has also proven to be a more honest and thereby more ethical alternative compared to the positivistic version. We have got a better scientific description of the world, a view from somewhere that Haraway asks for (1991).
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| 5. |
- Arvola Orlander, Auli, et al.
(författare)
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Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science Education<em> </em>. - Cham Switzerland : Springer. - 9783319611907 - 9783319611914 ; , s. 139-152
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Bokkapitel (refereegranskat)abstract
- In this chapter we seek to challenge positivist and traditional ways of conducting research in the field of science education by turning to posthuman approaches in order to analyse the data. Feeling trapped when completing research where objects are regarded as having inherent boundaries and fixed properties, we have read data with and through a feminist materialist lens. We are curious to understand how posthuman approaches can be mobilised using Karen Barad’s and Donna Haraway’s theories of diffractive reading. Our aim has been to open up the data to diffract for new images and thereby to trouble the human centred and objective perspectives of carrying out research. Instead of taking a distance from our objects of research, this diffractive reading approach has meant that we have infiltrated the data, a student text and an excerpt from a classroom observation. We have allowed the data to influence us as well as the other way around and thus regarded the research objects as equivalent to ourselves in terms of agency. What resulted from this way of working with the research material is partly a different view of ourselves as scientists and the realisation that research objects can have agency, as well as a more intrinsic, emotionally influenced, ethical and embodied view. The research process in this chapter troubles the human centred perspective, as well as the view of research process as something objective, logical and rational. A perspective that is based on binary thinking and a dichotomous framework.
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| 6. |
- Hasslöf, Helen, et al.
(författare)
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In-Between Chapter: The Political in Science Education in Cultural, Social, and Political Perspectives in Science Education
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science Education. - Cham : Springer, Cham. - 9783319611907 - 9783319611914 ; , s. 69-74
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Science and technology have been of crucial importance for the development of humanity. Throughout history, new knowledge and technological innovations have made it possible to raise the standard of living for new generations in different parts of the world. However, this has also led to an unfortunate acceleration in the use of the world’s natural resources. Nevertheless, scientific and technological findings are often promoted as the drivers of development in our societal and economic systems.
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| 7. |
- Jobér, Anna
(författare)
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Education Extended : A Sociomaterialist Perspective on Science Education
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science. - Cham : Springer. - 9783319611907 ; , s. 17-28
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This essay uses a sociomaterialist perspective to shed new light on science education in general and scientific inquiry in particular. The focus is on human and non-human actors in science education—the pupil and the microscope. The analysis uses the concepts of figuration, apparatus and phenomenon to trace and illuminate performative figurations in science education. One of the conclusions is that the impact of events in a specific classroom extends far beyond local practices. In addition, it is shown that materialities are structuring forces, the crucial components that organize practices and produce values that in turn influence its members. In order to learn more about education, one has to step outside the immediate confines of the classroom in order to trace practices through assemblages of actors.
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| 8. |
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| 9. |
- Ståhl, Marie, 1955
(författare)
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Troubling Norms and Values in Science Teaching through Students' Subject Positions Using Feminist Figurations
- 2018
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Ingår i: Cultural, Social and Political Perspectives in Science Education. - Cham, Switzerland : Springer International Publishing AG. - 1879-7229 .- 1879-7237. - 9783319611907 ; , s. 153-177
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Bokkapitel (refereegranskat)abstract
- This study has explored how 15-year old students choose to position themselves in relation to the prevailing norms and values in a discourse practice, the Swedish National test in chemistry (2009). The prevailing discourse in the test calls on students to embrace a scientific identity. This identity is male-coded, and builds on Cartesian thoughts and thereby on the mind-body, culture-nature dichotomies. The overarching aim has been to trouble this scientific identity that the test is positioning itself within. The aim has also been to sketch a possible alternative to this discourse, that is, what feminist figurations can be interpreted through students’ subject positions and what alternative science teaching can be sketched in the means of them? The study has been conducted by analyzing 188 student answers from one of the open-ended socio-scientific test items that allows students to take stances and express their thoughts. The position that students take are broadly in opposition to the prevailing discourse and the interpreted feminist figurations show a possible and alternative science teaching that among other things points at a science teaching that takes students interests and involvement into account for real.
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