Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Bazzul, Jesse

doi:10.1007/s11422-012-9413-3

Cited by 69 publications

(41 citation statements)

References 20 publications

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“…In the past two decades or so, educational researchers have used CDA to explore important issues at the intersections of language and society in school settings (Rogers, Malancharuvil‐Berkes, Mosley, Hui, & Joseph, ). Though still developing, CDA‐based research on school science has increased in the past decade (e.g., Bazzul, ; Bazzul & Sykes, ; Carlone & Webb, ; Fang, , ; Hanrahan, ; Hoeg, ; Hoeg & Bencze, in press). Although diverse in subject and findings, this body of research has generally identified the values inscribed in official accounts of science education policy and challenges ostensibly “neutral” stances in institutional texts and practices.…”

Section: Methodsmentioning

confidence: 99%

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

2017

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The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of the NGSS, the purpose of this paper is to evaluate how educational values are embedded in the discourse of the standards. Using critical discourse analysis and content analysis, we evaluated how themes related to (i) performance, (ii) accessibility, and (iii) innovation and creativity are discursively constituted in the NGSS. Our analysis indicates the NGSS prioritizes: measurable and reproducible performances; the standards appear to be based on a conception of accessibility closely aligned with equality, and self‐investment, and; innovation and creativity are discursively constituted as attributes that can be developed through specific, prescribed practices. We discuss these findings in relation to the goals of the NGSS and potential teaching and learning outcomes resulting from education based on the standards.

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Section: Methodsmentioning

confidence: 99%

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

2017

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“…Concordamos também que os educadores precisam refletir sobre as implicações da globalização econômica e da agenda neoliberal, tendo em vista as inúmeras transformações sociopolíticas, econômicas, culturais e ambientais nas sociedades contemporâneas (BAZZUL, 2012;BENCZE e CARTER, 2011). De acordo com Bencze et al (2014), enquanto a Educação em Ciências está voltada para a transmissão de conceitos e fenômenos científicos, suas áreas de formação e atuação podem estar colaborando com práticas reprodutoras do atual modelo societário.…”

Section: A Educação Em Ciencias E Os Problemas Socioambientais: Reprounclassified

Discursos Sobre Justiça Ambiental: Fortalecendo Sentidos Emancipatórios Nas Práticas Da Educação Em Ciências

Ventura

Freire

2018

Ensino, Saude E Ambiente

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RESUMONeste trabalho, apresentamos uma análise discursiva da Carta Política do VI Encontro Nacional da Rede Brasileira de Justiça Ambiental. Nosso objetivo foi identificar alguns sentidos produzidos por essa rede os quais evidenciam a distribuição desigual dos danos e prejuízos sociais e ambientais, no âmbito do atual modelo hegemônico de desenvolvimento social e político-econômico, conformando as injustiças ambientais. Partimos do pressuposto de que no campo da Educação em Ciências circulam discursos que podem dissimular essas injustiças, reproduzindo relações de dominação e exploração. Sob o aporte teórico-metodológico da Análise Crítica do Discurso, analisamos o texto a partir do significado representacional do discurso, conforme as seguintes categorias analíticas: vocabulário (lexicalização, significados da palavra e metáforas) e intertextualidade (pressuposição e negação). Identificamos alguns sentidos produzidos nesse documento os quais desvelam discursos que limitam a capacidade de superação da crise socioambiental e que mantêm as relações de dominação e exploração que conformam essa crise. Por meio da negação, por exemplo, foram evidenciadas as contradições dos discursos do senso comum, e através de metáforas, foram reforçadas características do atual modelo de desenvolvimento as quais corroboram para as injustiças ambientais. A partir das análises, assinalamos dois sentidos contrahegemônicos que podem ser fortalecidos no campo da Educação em Ciências: os discursos sobre as relações entre seres humanos e natureza e os discursos sobre o atual modelo de desenvolvimento social e político-econômico. Ao caracterizar esses discursos, temos como objetivo colaborar para a construção e o fortalecimento de sentidos emancipatórios nas práticas de Educação em Ciências. Palavras-chave:Educação em Ciências, Justiça Ambiental, Análise Crítica do Discurso. ABSTRACTIn this study we present a discursive analysis of the Political Document of the VI National Meeting of the Brazilian Network of Environmental Justice. Our main goal was to identify some of the meanings produced by this network, which showed the unequal distribution of social and environmental damages and losses within the current hegemonic model of social and political-economic development, that ensures environmental injustices. As a starting point we took into account the assumption that in

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“…Homo empiricus (Bang 2014). Scientific literacy is one of the seeds Education/the State wishes to sow to produce scientists through enacting an alchemy of the mind (Popkewitz 2004) or more generally through various apparatus (Bazzul 2012), so the best students become enculturated in the ways of science. Producing a specific form of Being (Being-Scientific/ Being-Scientist), legislated towards a desired subjectivity, enacts a specific kind of subjectivation (Bang and Valero 2014), enacted in the form of Being-blueprints, through an educational moulding of Mind and Morale/Morality, enforcing the unforeseeable and restricting thought.…”

Section: A Brief Diagnosis Of Scientific Literacymentioning

confidence: 99%

“…In other words, enlightenment, knowledge of nature and democracy are intrinsic to one another. This relation takes place through the persona and discursive template of the reflective citizen, a proper neoliberal citizen (Bazzul 2012), moulded as the Man of Science; in fact, they embody the unspoken presupposition between each other-the reflective citizen is needed for democracy and vice versa. There thus seems to be an implicit structural series of supposed causality and rationality in both directions:…”

Section: The Ouroboros In the Archive Of Pisa06mentioning

confidence: 99%

In the maw of the Ouroboros: an analysis of scientific literacy and democracy

Bang

2017

Cult Stud of Sci Educ

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This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable outcome in the science education research community. This paper problematizes the 'marriage' between scientific literacy and democracy, particularly the idea that scientific literacy is a presupposed necessity to proper citizenship and awareness of the role of science in modern society. A perusal of the science education literature can provide a history of scientific literacy, as it exists as a research category. Through Gilles Deleuze's notion of the Dogmatic Image of Thought and its relation to a Spinozist understanding of individuation/Becoming, it is argued that scientific literacy is not a recent invention and is problematic in its relation to democracy. This article is thus intended to act more as vehicle to move, stimulate and dramatize thought and potentially reconceptualise scientific literacy, than a comprehensive historical analysis. The concept of scientific literacy has undergone specific transformations in the last two centuries and has been enacted in different manifestations throughout modernity. Here the analysis draws upon Deleuze's reading of Michel Foucault and the notion of the Diagram related to Foucault's oeuvre, and is specifically using Foucault's notion of rationalities as actualized threads or clusters of discourse. The obvious link between science and democracy is an effect of specific rationalities within the epistemological field of science, rather than intrinsic, essential characteristics of science or scientific literacy. There is nothing intrinsic in its function for democracy. Through a case study of the work of Charles W. Eliot and Herbert Spencer and the modern enactment of scientific literacy in contemporary science education, this paper shows the cultural and historical contingencies on which the relation between scientific literacy and democracy has been constructed through a rationality this

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Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Cited by 69 publications

References 20 publications

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Discursos Sobre Justiça Ambiental: Fortalecendo Sentidos Emancipatórios Nas Práticas Da Educação Em Ciências

In the maw of the Ouroboros: an analysis of scientific literacy and democracy

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