Love, Politics and Science Education on a Damaged Planet

Autor/inn/en	Bazzul, Jesse; Tolbert, Sara
Titel	Love, Politics and Science Education on a Damaged Planet
Quelle	In: Cultural Studies of Science Education, 14 (2019) 2, S.303-308 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09913-2
Schlagwörter	Science Education; Equal Education; College Faculty; Environmental Education; Conservation (Environment); Social Problems; Activism; Futures (of Society); Teacher Role; Governance; Laws; Social Systems; Politics; Justice; Scholarship; Business + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Fakultät; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Social problem; Soziales Problem; Aktivismus; Politischer Protest; Future; Society; Zukunft; Lehrerrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Law; Recht; Social system; Soziales System; Politik; Gerechtigkeit; Scholarships; Stipendium; Business studies; Wirtschaft; Betriebswirtschaft
Abstract	This article attempts to add to the conversation on equity and science education by arguing that activist work necessitates turning away from conservative fields of research that only forward the agenda of national governments/patriarchy/white supremacy/capital, and turning toward larger sociopolitical movements and non-dominant forms of knowledge that can help communities move toward multi-species flourishing. Building on the work of Chantal Pouliot, who argues that academics have a key role to play in environmental and social issues of public concern, we argue that engaging larger systemic contexts is absolutely necessary when educating for different futures. Specifically, we extend the use of Sheila Jasanoff's (Science and public reason, Routledge, New York, 2012a. https://doi.org/10.4324/9780203113820; Sheila Jasanoff's in: Rajan (ed) Lively capital: biotechnologies, ethics, and governance in global markets, Duke University Press, Durham, pp. 155-183, 2012b. https://doi.org/10.1215/9780822393306-005) work that demonstrates how modern Western law and governance specifically aim to take common, "natural" spaces and turn them into profit/capital. We conclude by suggesting that a politics of love can become a guiding force for justice-oriented scholarship in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01