Confronting Repressive Ideologies with Critical Pedagogy in Science Classrooms

Autor/in	Lodge, Wilton
Titel	Confronting Repressive Ideologies with Critical Pedagogy in Science Classrooms
Quelle	In: Cultural Studies of Science Education, 16 (2021) 2, S.609-620 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lodge, Wilton)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-021-10047-7
Schlagwörter	Science Instruction; Critical Theory; Ideology; Authoritarianism; Democracy + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritische Theorie; Ideologie; Autoritarismus; Demokratie
Abstract	The focus of this response to Arthur Galamba and Brian Matthews's 'Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy' is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire's ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01