Abstract
Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).
Highlights
Collective organizing, reconfiguring, and reimagining of science curriculum in light of these calls. (Kayumova, McGuire, & Cardello, 2019, p. 212, emphasis in original)
We affirm that “all education is political; teaching is never a neutral act” (Freire, 1968/ 1972, p. 19) and acknowledge that this analysis is grounded in a political standpoint and would lead to activism (Aghasaleh, Enderle, & Puvirajah, 2019). In this analysis we focus on computational thinking, as an “analytic approach to problem solving, designing systems, and understanding human behaviors” (Sengupta, Kinnebrew, Basu, Biswas, & Clark, 2013, p. 352), which is regarded as a fundamental requirement of all STEM disciplines (Henderson, Cortina, & Wing, 2007)
Responding to the call to move from empowerment to response-ability (Kayumova et al, 2018), we examine the ways in which Latinx students are supposed to be empowered—as the project has promised—and at the same time, how these discourses perpetuate the pragmatic values imposed by the neoliberal economy
Summary
Collective organizing, reconfiguring, and reimagining of science curriculum in light of these calls. (Kayumova, McGuire, & Cardello, 2019, p. 212, emphasis in original). Patchwork(ing) methodologies respond to the ways in which received understandings suture over possibilities for justice-to-come and labours to (re)open these excessive potentialities by attending to the stitched-over meanings that are absently present or by mending methodology with matters and meanings presently absent As such, they offer ways of pursuing response-ability in science education and technology where many lingering referents of power problematically lurk under the form of taken-for-granted notions of equity, accessibility, and empowerment (Higgins et al, 2018; McKinley, 2001). Such a methodological re(con)figuration works beyond individualistic responses, recognizing that a single theory could ever account for or be ethically accountable to the co-constitutive relations at play, and that no individual researcher could wholly undo the ways in which in/equity persist in science and technology education
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