A Sociopolitical Turn in Science Education

Towards Post-pandemic Worlds
Erscheinungsjahr 2025
ISBN: 978-3-031-78585-6
Verlag: Springer Nature Switzerland

Buch, Englisch, 369 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 744 g

Reihe: Contemporary Trends and Issues in Science Education

This edited volume features a collection of essays on the COVID-19 pandemic and associated crises and its implications for science education research and practice from a socio-political perspective. Taking the pandemic as a starting point – and understanding the pandemic as an event that exposes science-society relationships in their complexities –, this book sets provocations for the science education community, analyzing aspects of its practices, conceptualizations, aims, core values, research traditions, institutions, affectivities, and aesthetics from diverse points of view, and proposing new postures for the future of science education. Some central themes to science education research such as the concepts of scientific literacy and nature of science (among others) are revisited, and new perspectives related to affects, multiculturalism and the knowledge-power relationships are explored.

This book brings together authors from diverse backgrounds, geographic origins, and academic trajectories, composing a truly international volume with a plurality of voices weaving a rich caleidoscope seeking to analyze science education's current state of affairs and propose diverse futures under a socio-political perspective. 

Zielgruppe

Research

Autoren/Hrsg.

B. Moura, Cristiano

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

I. Introduction.- 1. Foreword (2. In the eye of the storm: for a sociopolitical turn in science education to build post-pandemic worlds (II. Examining and discussing key concepts and discourses of science education in/for post-pandemic sociopolitical landscapes. 3. Science Education in the Anthropocene: Towards a Socio-Political Interpretation of Vision III (4. On trust, identity and scientific literacy: New visions, new hopes (5. (Re)considering science education in the face of environmental injustices in pre- and post-pandemic worlds: insights from critical & decolonial nature of science (Haira Gandolfi,University of Cambridge, UK).- 6. Nature of Science in socio-political questions: What can science education learn from the pandemic? (7. A Path for Transporting Philosophical Discourse on Trust in Science into School Science (8. The imbrication of neoliberalism and sustainability: Cautious tales for science and environmental educators (9. Troubling Mental health discourses in Science/Medical education in kerala (10. How the COVID-19 pandemic paused education & action for ecological justice (III. Experiences, tales and local perspectives. 11. The unfinished sociopolitical turn of science education in Mexico in the new curricular framework for public education: a critical consciousness without action? (12. Hope and Hate: Experiences, Challenges, and Possibilities of/for Queer Youth in the Aftermath of COVID-19 (Matthew Weinstein,University of Washington-Tacoma, USA Alysa Schafer, Mount Tahoma High School & University of Washington-Tacoma, USA).- 13. Class solidarity as a politico-pedagogical stance towards a justice-oriented science education (

14. When science museums re-imagine their social roles: Responding to the COVID-19 pandemic (15. Brazilian science education scholarship in the recent political scenario(16. Decolonizing Natural Sciences, Environmental and Health Education: reflections from a continuous teacher training experience (Ana G. Dumrauf, National University of La Plata, Argentina. Fernando Garelli, National University of Luján, Argentina.Silvina Cordero, National University of La Plata, Argentina.Luciano Iribarren, National University of La Plata & Director of Teacher Education of Buenos Aires Province, Argentina Raúl Esteban Ithuralde, 17. Toronto science students' education experiences of the COVID-19 syndemic (IV. Imagining new futures for post-pandemic science education. 18. Slow Violence and Science Education in the Post-pandemic Times (19. Painting vital/viral entanglements: science education as science poethics (20. String figuring science and the sociopolitical with/in more-than-human insect worlds (21. From a multicultural to a multinatural science education: perspectives from an Amerindian perspectivism for a post-pandemic scenario (22. Post-pandemic Science & Technology Education: Disaster-precipitated Ecojustice Activism (23. Reclaiming the future:

agentive-transformative science education in times of crisis (24. Heart-to-heart with science education in (anti-)catastrophic times (Anastasia Sanchez, University of Washington, USA Marc Higgins, University of Alberta, Canada).-IV. Conclusion. 25. In lieu of a conclusion (

Über Autor(innen)

Cristiano B. Moura is an assistant professor at the Faculty of Education at Simon Fraser University, Canada. He has a PhD in Science, Technology and Education from CEFET-RJ, Brazil. His main research interest is fostering justice-centred science education through historical approaches, drawing mainly from Cultural History of Science, Science Studies and Decolonial theories. He was recently appointed editor-in-chief for the Science & Education journal.