A Critical Materialist Entry into the Comforts and Dangers in Defining Academics' of Science Teaching and Learning Research Communities

Autor/in	Wooten, Michelle M.
Titel	A Critical Materialist Entry into the Comforts and Dangers in Defining Academics' of Science Teaching and Learning Research Communities
Quelle	In: Cultural Studies of Science Education, 14 (2019) 1, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wooten, Michelle M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-018-9871-3
Schlagwörter	Science Instruction; Science Education; Feminism; Interdisciplinary Approach; Educational Philosophy; Educational Practices; Science Teachers; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Feminismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Research on science teaching and learning commonly makes use of reductionism to specify conditions of science learning. In my studies of academics'-of-science-teaching-&-learning (academics'"-of-st&l") research practices and values, I discuss how philosophic inquiry shifted my research practices from reductionism to critical (or, "new") materialism, where critical materialism is a research approach attuned to the materiality of social practices. Reading materiality as affectual, intellectual, and spatial components of practices turns my attention toward the logics informing academics'"-of-st&l" research practices as well as the comfortable and dangerous effects of particular practices on our connectible landscape. In this forum response, I briefly explore multiple logics informing academics'"-of-st&l" conference attendance choices, in addition to these choices' alignment to communal definition rendered by governmental and conference entities. I also explore other modes of communal boundary-marking experienced by academics"-of-st&l" that do not make use of formal definitions, but suggest that it is in the minutiae of conference relating that academics"-of-st&l" construct their sensing of communal un/boundedness. With these explorations, I hope to generate awareness of the small shifts that re-configuring practices can make possible in academics'"-of-st&l" connectivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01