Abstract
AbstractThe purpose of this concluding chapter is to summarize and synthesize of the book, highlighting the ways in which Indigenous science is(yet-)to-comewithin science education. Following a short musing on conclusions, (fore)closure, and the importance of being wounded by thought, each chapter is revisited to (re)articulate the significance of their contributions with the triple(d) understanding ofto-comeexplored within the book in mind: (a) Indigenous science, in the context of science education, has not yet (wholly) arrived; (b) where and how science education might be (re)opened towards hospitably receiving Indigenous science; and (c) the types of deconstructive practices that support this work. The chapter, and in turn the book, ends with an affirmative message that the potentiality of Indigenous ways-of-living-with-Nature in science education remains, even if not fully actualized; thus, an invitation to continue labouring the space of responsiveness towards Indigenous science.
Highlights
As such, the questions engaged are not those of empowering those excluded from science to participate, if the culture of science and school science remain unperturbed by the effort
Chapter 1: Unsettling Metaphysics in Science Education. The trailhead of this journey introduces and frames the simultaneously co-constitutive and othering relation between Western modern science and Indigenous ways-of-knowing-in-being as it manifests within spaces of science education
Of particular importance to this book is the displacement and disruption of the self/other, nature/culture, and ethical possibility/impossibility binaries. This sets the stage for bearing witness to the ways in which settler coloniality often manifests as absent presence and toopen the space of response within science education towards Indigenous ways-of-knowing-in-being. While this first chapter’s primary purpose is to provide a general orientation for the work that is to come within the remainder of the book, a significant contribution that emerges ispositioning decolonizing science education at the ontological turn (e.g., Kayumova et al, 2019; Higgins & Tolbert, 2018)
Summary
Towards Being Wounded by Thought: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education. This confrontation always retains the possibility of rupturing the clôture of metaphysics, leaving us wounded by thought (see Britzman, 2003; Lather, 2007) and (re)opened by that which is to-come. This potential is never fully achieved, “for does not thinking [(i.e., penser)] seek forever to clamp a dressing over the gaping and violent wound [(i.e., panser)] of the impossibility of thought” Even if the metaphysics of clôture is totalizing, it is never totalized: the possibility of being wounded by thought, such as Indigenous science to-come, is always already present Such can be said for the entangled (neo-)colonial logics by which it is entangled and (co-)constituted. The deconstructive methodologies employed throughout the book will be revisited for their significance with respect to the larger project of unsettling science education. As these sketches are enactments, they are mappings that are meant to invite relation as living, breathing concepts rather than (re)tracings who are epistemologically and ontologically foreclosed through representationalism
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