From False Generosity to True Generosity: Theorizing a Critical Imaginary for Science Education

Abstract

In this chapter we are guided by the question of why, what, and for whom we are educating in science education. We take up the Freirean notion of generosity and, building on Freire’s work, aim to differentiate between false and true generosities as inspiration for theorizing a critical imaginary in science education. Drawing from the Freirean constructs of political clarity, what we are doing and for whom, autonomía, the power to (re)define ourselves and our praxis, and solidarity across difference in the name of justice, we propose a model for true generosity in science education. We further reflect on the commitments that enacting true generosity will demand of us. True generosity in science education will entail stepping up and back, reflecting and acting upon our practices, and those of our networks, toward the courageous (re)imagination of science, scientists, and science education research. We acknowledge that these commitments will come with uncomfortable conversations about difference, anthropocentrism, and universalizing tendencies in science and education. Not losing sight of the question about why, what, and for whom we are educating, we bring forward and hold these tensions as we imagine and enact beautiful elsewheres.