Unearthing the coloniality of neoliberalised curricular discourses to promote a public orientation towards secondary science education

Abstract

ABSTRACT Considering the challenges facing curricula in science education forces a reckoning with neoliberalism and its transmogrification of education, generally. Science, which has contributed significantly to humanity, is exalted in neoliberal secular discourse and forms a key pillar of social policy governance. However, the progress and innovation attributed to scientific education, within the broader STEM agenda, must be read against the rise in societal inequalities wrought by far-right hostilities and the general erosion of democratic principles in the milieu of neoliberal policy making. This is especially prescient for science curricula given the widespread crystallisation of scientism in society and its role in framing anti-equality arguments. This must also be situated against the broad resistance movements that have arisen, demonstrating the resilience and promise from alternative perspectives such as decoloniality. While decolonial theory reckons with the epistemological violence of science, these perspectives remain underdiscussed in STEM fields. This is necessary for contemporary science curricula given the broader neoliberal erosions of public education that champion instrumentalism and mass measurement in the name of capitalism. This forms the impetus for this conceptual article which presents a decolonial consideration of recent curricular discourses in science.