Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences

Autor/inn/en	Arteaga, Juan Manuel Sanchez; El-Hani, Charbel N.
Titel	Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences
Quelle	In: Science & Education, 21 (2012) 5, S.607-629 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-011-9384-x
Schlagwörter	Evolution; Race; Play; Competition; Biomedicine; Educational Policy; Debate; Science Education; Racial Relations; Teaching Methods; Teacher Education; Biology; Science Instruction; Higher Education; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Spiel; Wettkampf; Biomedizin; Politics of education; Bildungspolitik; Debating; Streitgespräch; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang
Abstract	This paper analyzes the debates on "interracial competition" and "racial extinction" in the biological discourse on human evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period. We argue that the examination of these scientific discussions about race from a historical perspective can play the role of a critical platform for students and teachers to think about the role of science in current othering processes, such as those related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its contributions and have a critical appraisal of some of its implications. We propose, here, a number of initial design principles for the construction of teaching sequences about scientific racism and science-technology-society relationships, yet to be empirically tested by iterative cycles of implementation in basic education and teacher education classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10