Abstract
The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.
Highlights
The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016
A few months before the conference, South Africa was rocked by escalating student protests aimed at, in the first instance, scrapping high university fees and, in the second instance, ‘decolonising’ university curricula
At 8ICOM, there was a sizeable group of researchers from various contexts all of whom believed that science was important and—given the conference theme—that multimodal approaches could benefit the teaching and learning of science
Summary
The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. Despite the fact that #ScienceMustFall was roundly dismissed as misguided, outside of South Africa, for us it raised important questions about access to higher education, and to science, and the benefits this bestows. It is here that we suggest that the study of the representational means by which scientific knowledge is produced and disseminated offers one way of potentially increasing such access.
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