The (non)making/becoming of inquiry practicing science teachers

Sharma, Ajay; Muzaffar, Irfan

doi:10.1007/s11422-011-9372-0

Cited by 9 publications

(2 citation statements)

References 40 publications

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“…One of the prominent uses of Foucault and his notions of power-relations in STEM educational literature is in critiquing science education from a theoretical standpoint (e.g., Bencze & Carter, 2011;Pierce, 2012;Sharma & Muzaffar, 2012;Melville & Bartley 2013). For example, Melville and Bartley (2013) use a Foucauldian-inspired Discourse Analysis to "understand the work of three teachers who have constituted identities that have allowed them to challenge the contemporary discourse of science education" (p.171).…”

Section: Stem Education Studiesmentioning

confidence: 99%

“…This is an important step for STEM education researchers who for many years have presented a predominantly positivistic understanding and assumption of educational practices (see discussion in chapter one). The notion of critiquing STEM education with Foucault is gaining popularity (e.g., Bencze & Carter, 2011;Pierce, 2012;Sharma & Muzaffar, 2012;Melville & Bartley 2013). STEM work in FDA such as that of Melville and Bartley (2013) has focused on examining discourse to challenge dominant powerrelations, arguing that the resistance to dominant discourse in teacher identity and issues in national curriculum would require a bringing together of teachers across multiple sites.…”

Section: The Contribution To Existing Researchmentioning

confidence: 99%

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A Foucauldian Discourse Analysis of an Engineering Programme

Watterson¹

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<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS). I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment. By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

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Section: Stem Education Studiesmentioning

confidence: 99%

Section: The Contribution To Existing Researchmentioning

confidence: 99%

A Foucauldian Discourse Analysis of an Engineering Programme

Watterson¹

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Let’s Root for Each Other and Grow: Interconnectedness (with)in Science Education

Askew

2023

Palgrave Studies in Education and the Environment

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In January 2019 six “students” and one “instructor” came together for the first of 16 class meetings to explore science education in elementary schools. As an attempt to push against the State apparatus, we created the course together. What began as an assortment of waves and circles eventually rooted and bloomed in an exploration of our becomings as science teachers. At the end of the semester, we chose to represent our class journeys’ timeline as a flower—with each of us connected as the roots and our experiences interwoven in the flower. Using rhizoanalysis, this chapter will explore and question the interconnectedness of materials, humans, and experiences as they relate to conceptions of “growth” in the Anthropocene.

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(Re)considering Foucault for science education research: considerations of truth, power and governance

Bazzul

Carter

2017

Cult Stud of Sci Educ

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The (non)making/becoming of inquiry practicing science teachers

Cited by 9 publications

References 40 publications

A Foucauldian Discourse Analysis of an Engineering Programme

A Foucauldian Discourse Analysis of an Engineering Programme

Let’s Root for Each Other and Grow: Interconnectedness (with)in Science Education

(Re)considering Foucault for science education research: considerations of truth, power and governance

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