“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education

Tilsen, Jenny

doi:10.1007/s11422-023-10162-7

Cited by 1 publication

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References 30 publications

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“…What might science-and, as a result, its 'nature'-look like if such cases, voices, and examples were to be heard and considered when we think (and teach) about scientific development? As recently asked for by Bazzul (2020), might we learn something new, plural, and/or transdisciplinary about NOS-what it is and/or what it could be-if we were to consider, for instance, the role played by the ACT UP (AIDS Coalition to Unleash Power) activist group in the US during the HIV/AIDS pandemic in 1980s that was affecting primarily gay men, as further explored by Tilsen (2023)? Or how the Landless Workers Movement (MST) engages with knowledge and practice development around agroecology in the context of lands rights, food production and biodiversity in Brazil (Kato et al, 2023)?…”

Section: Engaging More Actively and In Solidarity With The Cases Exam...mentioning

confidence: 99%

(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices

Gandolfi

2024

Sci & Educ

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Throughout the past decades, challenges of socio-scientific nature such as the COVID-19 pandemic, climate degradation and scientific racism have brought many relevant and pressing questions to the fore of the science education field, prompting science educators into (re)thinking the purposes and roles of science education within a landscape where the links between science and socio-political challenges, injustices, citizenship and democracy have become increasingly complex. In this theoretical paper, I seek to examine what Critical Pedagogies and Decolonial Studies can bring to science education in the face of these challenges and injustices of socio-scientific nature, with a focus on the area of Nature of Science (NOS). In particular, drawing on scholarship from across these fields and on some illustrative examples from common science education topics, I seek to propose ways in which an approach to NOS grounded on a critical-decolonial perspective may be used to support the learning of school students and science teachers’ own professional learning around science’s entanglements with social justice and socio-political issues.

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Section: Engaging More Actively and In Solidarity With The Cases Exam...mentioning

confidence: 99%

(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices

Gandolfi

2024

Sci & Educ

View full text Add to dashboard Cite

show abstract

“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education

Cited by 1 publication

References 30 publications

(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices

(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices

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