Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

Abstract

Perhaps, we are at the fork in the road when it is imperative that we consider whether the pursuit of pluralism in science education is a worthwhile endeavor in light of recent educational reforms that seem to decorate the true aim of education. The "decorated landscapes" of educational reform concentrate on economic growth and do little to promote the conservation of Earth's natural environments that sustain life itself. Here we renew a discussion of a 300-year pursuit in the United States toward educational landscapes that contribute to students' lives. We connect with scholars who have pursued the pluralistic landscapes of culture in an attempt to make education more authentic and democratic and with scholars who have pursued an education for the conservation of the Earth's natural environments. We argue that these two educational domains are and necessarily should be reflective, reliant, and reciprocal of each other if we wish to truly engage students in scientific literacy-the authentic, relevant, and meaningful science education experiencesCorrespondence to: Michael P. Mueller;

Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability

“…These metaphors are often deemphasized in contrast to the emphasis on 'economy' in schools (Bowers 2006;Martusewicz 2005;Mueller 2008;Mueller and Bentley 2007). Many well-intentioned scholars fail to acknowledge the deeply embedded assumptions that weaken cultural and natural systems, which make ecosystems more susceptible to degradation, because we all pay attention to some expressions and not others.…”

“…Reaching beyond the test will require teacher educators and teachers to think about the role that 'education' plays in society (Jickling and Wals 2008;Mueller and Bentley 2007). Jickling and Wals assert that the educational potential of 'sustainability' is enhanced when handled with care and reflexivity, and when there is a recognition of the unstable and questionable value bases, which aligns with how sustainability is used in ecojustice.…”

“…Species movements in response to Earth's changes will require a different kind of thinking that helps to select which species should receive special conservation effects and resources. This challenge will require nothing short of the plurality of ways that humans come to know and express themselves in the sciences (Mueller and Bentley 2007;Shiva 1997). The daunting task for ecologists and other environmental scientists is to understand the responsiveness of endemic species to Earth's changes and human activities (Schwartz et al 2006).…”

“…Ecojustice is an emerging perspective that addresses the confluence of social and environmental injustice, oppression for humans and nature, and ecological degradation (Bowers 2001(Bowers , 2006Furman and Gruenewald 2004;Hill 2003;Martusewicz 2005;Martusewicz and Edmundson 2005;Mueller 2007Mueller , 2008Wayne and Gruenewald 2004). The central focus of ecojustice is developing an understanding of the tensions between cultures (i.e., intergenerational knowledges and skills, beliefs and values, expectations and narratives) and the needs of the Earth's ecosystems.…”

Imagining the World: The Significance of Religious Worldviews for Science Education

“…Schreiner 2006), and drop it as soon as they can, this argument needs to be born in mind. In related vein, Mueller and Bentley (2007) argue that a more pluralistic approach to science education can help engage the diversity of students who are encountered by teachers in schools.…”