Bio-Pedagogy: Genetic Literacy and Feminist Learning

Autor/in	Sidler, Michelle
Titel	Bio-Pedagogy: Genetic Literacy and Feminist Learning
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 19 (2009) 3, S.216-226 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
Schlagwörter	Graduate Students; Feminism; Genetics; Biotechnology; Science Instruction; Literacy; Ethics; Cultural Awareness; Emotional Response; Knowledge Level; Teaching Methods; Course Descriptions; Web Sites + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Feminismus; Humangenetik; Biotechnologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Ethik; Cultural identity; Kulturelle Identität; Emotionales Verhalten; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Web-Design
Abstract	Science has increasingly applied the technologies of biology to people's bodies through medicine, agriculture, and forensics, prompting concerns about the public's ability to respond to these innovations. To help educate and prepare the general public for the age of biomedical advances, for example, medical practitioners and others are promoting "genetic literacy," the awareness and understanding of genetics and health in people's daily lives. Like all literacy campaigns, the movement to increase genetic literacy involves a nationwide effort to increase knowledge and awareness, but this campaign also acknowledges the powerful impact of personal, ethical, and cultural perspectives on an individual's understanding of the material. The genetic literacy campaign has a critical, reflective component in addition to an emphasis on knowledge acquisition. Such a move is inescapable, given biotechnology's immediate impact on bodies, families, and communities. Biotechnology and subsidiary fields like genetics are creating an economy and culture of technologizing the body, and, as with any technology, feminist teachers have a crucial role to play in the fair, equitable, and humane application of those advances. But how do feminist teachers increase students' knowledge of genetics while negotiating their critical, individual perspectives on biotechnology? How do feminist teachers negotiate the emotional reactions of the students as they make connections between their own lives and the subject matter being discussed? In this article, the author describes a special topics course in biotechnology which she teaches to upper-level and graduate students in technical and professional communication and the two major projects she chose for the course--a brochure and an educational Web site. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10