Science and Environment Education in the Times of the Anthropocene: Some Reflections from India

Abstract

In this article, we critically discuss the notion of Anthropocene and its sociopolitical implications for science and environmental education. We do so by laying out how the Anthropocene discourse has shaped the debates around development, environment, and technoscience in postcolonial India. Subsequently, we shift to a conversational format wherein each of us deliberate on our engagements as critical science educators, discussing how, in our respective work, we find the official curriculum promoting the Anthropocene discourse. We then discuss ways by which the Anthropocene discourse constitutes student subjectivities in terms of the nature of their values and aspirations. While engaging in this dialogue, we find ourselves reimagining alternatives.