Abstract
ABSTRACTThis article offers a critical transdisciplinary heuristic as both a tool for critique of neoliberal reforms in schools, particularly in science and environmental education, and a springboard for the reconstruction of education along more equitable and sustainable lines. Emerging from the sociocultural study of science, critical pedagogy, critical youth studies, and participants’ reflections on practice, this heuristic challenges hegemonic assumptions pervasive in science teaching, learning, and research by foregrounding the lived experiences of students. Two narratives demonstrate the potential of this heuristic in both a formal and an informal context.
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