Staying with the Trouble in Science Education: Towards Thinking with Nature—A Manifesto

Higgins, Marc; Wallace, Maria F. G.; Bazzul, Jesse

doi:10.1007/978-3-030-14672-6_9

Cited by 13 publications

(8 citation statements)

References 6 publications

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“…(Liboiron et al, 2018, pp. 340-341) Taking seriously slow activism as a guiding concept for de/colonizing the Anthropocene in science teacher education invites a differential consideration of what Wallace (2018) refers to as pedagogies of ethico-political hesitation or what Stengers (2018) refers to as slow science (see also Higgins, Wallace, & Bazzul, 2019). It is to take up pedagogy as partial, contigent, and situated: working to (re)open responseability rather than the dichotomous binary of ir/responsibility, which inevitably generates moments in which it is easy to let oneself off the hook.…”

Section: Thread 3 -Patchworking the Theory Into The Contextmentioning

confidence: 99%

“…These binary logics shape the (in)ability to respond but also the ways in which we are always already in co-constitutive relation; these logics are both sites of problematics and possibilities of the past, the present, and of the futures we must speculate and imagine otherwise. Response-ability invites a creative and critical working within and against without succumbing to the fantasy of transcending that which we work against (Haraway, 2016;Higgins, Wallace, Bazzul, 2019): particularly by taking seriously Kayumova and colleagues' (2019) call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its coconstitutive exteriority (e.g., feminist theories). Notably, it is a call to think with, not for, those who are Othered by the material-discursive practices of science and technology education as a means of (re)opening the ability to respond; as well as one to think within and against the systems that make such lines of inclusion/exclusion possible.…”

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confidence: 99%

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Patchworking Response-ability in Science and Technology Education

Higgins¹,

Mahy²,

Aghasaleh³

et al. 2019

RERM

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Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).

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Section: Thread 3 -Patchworking the Theory Into The Contextmentioning

confidence: 99%

mentioning

confidence: 99%

Patchworking Response-ability in Science and Technology Education

Higgins¹,

Mahy²,

Aghasaleh³

et al. 2019

RERM

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“…Marc: Sharing your enthusiasm Jesse, I absolutely agree that another science education is possible (and necessary!) (see Stengers, 2018;Higgins, et al, 2019). At the same time, I also believe that Jane Gilbert's (2016) question of whether science can be transformed to respond to the Anthropocene, articulated half a decade ago, continues to lurk and linger.…”

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confidence: 99%

“…Rather than continue to reproduce this capitalistic model of research on science education, I see this book as an invitation for science educators to stay with the trouble (Haraway, 2016). Across each section, we see authors providing non-formulaic examples of slow science, minor inquiry, and disruption-three features of what it might look like to stay with the trouble in science education (Higgins et al, 2019).…”

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Conclusion: Another Complicated Conversation

Wallace

Bazzul

Higgins

et al. 2021

Palgrave Studies in Education and the Environment

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“…Veja esse manifesto concebido com Marc Higgins e Maria Wallace: Higgins, M.,Wallace, M. F., & Bazzul, J. (2019).…”

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Science education needs manifestos

Bazzul

2020

Cad. Bras. Ens. Fís.

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As a science teacher educator, manifestos are usually something I have students write. Manifestos are bold forms of expression that help earnest people formulate a focussed or principled stance on important issues. This special issue has provided an opportunity to write a short manifesto of my own; and it is good practice to do the things you want your students to do. In times of increasing environmental and social precarity, science and science education can no longer deny the moral and ethical imperative to be relevant to the survival of both human and nonhuman life. What follows is a manifesto that addresses some of what science education needs to grapple with in times of right-wing populism, pandemic, pollution, and political need. It’s not intended to be a platform, because science education needs many manifestos of desire and intent. The best this manifesto can do is encourage teachers and students to write more inspiring ones. The language of manifestos is highly variable, but generally it take things like declaration and affect more seriously, and leaves the important tasks of elaboration and consensus for another day. This manifesto has been organized into eight parts that together maintain that science, education, environment, and politics are necessarily entangled, such that the time where one could pretend that the sciences are separate from, and/or superior to, everything else has passed. Second, that boundaries separating things like disciplines, different species, and different ways of knowing the world are proving to be more arbitrary and less useful than ever. Manifestos, which are unabashedly political and morally invested, are just one of a multitude of unorthodox transdisciplinary manifestations coming to science educational communities everywhere!

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Staying with the Trouble in Science Education: Towards Thinking with Nature—A Manifesto

Cited by 13 publications

References 6 publications

Patchworking Response-ability in Science and Technology Education

Patchworking Response-ability in Science and Technology Education

Conclusion: Another Complicated Conversation

Science education needs manifestos

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