Marginalized discourses and pedagogies: Constructively confronting science for all

Abstract

This Theme Issue of JRST is devoted to examining critical, feminist, and poststructural theories and the implications these have in considering the ideal, "a science education for all children." These three perspectives are brought together in this issue because they combine a questioning of the foundational canons composing science as a discipline and science education as a practice with an understanding that the intersections of race, class, and gender and other forms of identity labeling frame access to knowledge and power. Our desire to develop such a Theme Issue stems from our own experiences in which we have been involved in researching science teaching and classrooms endeavoring to address the multiple needs of girls and minority students. We have found this work to be both complex and infused with problems and dilemmas which do not lend themselves to simplistic, prescriptive solutions. Indeed, the articles presented in this issue all highlight the complexities of teaching science in a diverse culture and how these complexities suggest rethinking foundational assumptions about pedagogy and the discipline of science.For example, all of the authors have attempted through their teaching and research to deconstruct the canon of science as well as critique who one must be to partake in that canon. All of the authors have attempted to situate and problematize knowledge construction about science and self within the everyday framework that is marked by discourses of domination, control, opposition, resistance, and power. They show us how the ways in which these discourses emerge from pedagogical encounters and frame teachers, students, and classrooms. By arguing that teachers and students need to combine a critical understanding of science, including its content, culture, and discursive practices, with an understanding of students and educational processes, we can develop a deeper appreciation of how students and teachers must use these understandings as a basis from which to enrich the ideal of a "science for all."The studies presented in this issue draw from current debates concerning schooling and the need for liberatory education, the social construction of science and of identity, and systems of JOURNAL

Asian American women in STEM in the lab with “White Men Named John”

“…We viewed this rejection of negative environments as a form of resistance and as an expression of empowerment and agency as they quietly worked within their spheres of influence. In their goals to positively affect the STEM landscape, they redefined science and resignified what it means to be a women of color scientist (Calabrese Barton & Osborne, 2001) by embracing and engaging in social justice work to "transform science into a vehicle for social change" (Tran et al, 2011, p. 38). Participants refused to be constrained by identities ascribed to them and actively participated in outreach efforts, hoping to inspire the next generation of scientists.…”

Hip-Hop, Social Justice, and Environmental Education: Toward a Critical Ecological Literacy

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Sociocultural influences on science education: Innovation for contemporary times

“…Some scholarship draws on science studies' research methodologies to explore school science as embodied sociocultural practices (see, e.g., Cunningham & Helms, 1998;Costa, Hughes, & Pinch, 1998;Kelly & Chen, 1999;Roth & McGinn, 1998), whereas other studies situate science education in society and culture Lee & Fradd, 1998). Still others have coupled the intersections of race, gender, and class with sociotransformational education (Calabrese Barton & Osborne, 1998;Rodriguez, 1997). There is also scholarship on ways that practitioners can innovate congruent with science studies research (Hodson, 1999;McGinn & Roth, 1999;Weinstein, 1998), as there is on the implications of debates about the nature of science (McComas, Clough, & Almazroa, 1998).…”