rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Ethics and Science Education: How Subjectivity Matters
  name:
    name part: Bazzul, Jesse.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 67 p. 1 illus. in color. online resource.
  abstract: This book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources. Its basis comes from a textbook study that examined how biology texts work to constitute subjectivities related to neoliberalism and global capitalism, sex/gender and sexuality, and ethics. The study found that textbook discourses set limits on a) the types of ethical concerns represented b) the modes of ethical engagement c) the dispositions necessary to engage in ethical action or decision-making. Policy reform, regulation, and personal lifestyle choices were the primary ways students could approach ethical decision-making or action. While these approaches are useful, they are likely not sufficient for dealing with major twenty first century problems such as climate change and social inequality, along with new ethical dimensions introduced by biotechnologies and genomic research. This research brief sets a context for how discourses of science education policy and curricula work to shape a ‘subject of ethics’, that is how students come to see themselves as participants in issues of ethical concern. Drawing from a structural-poststructural philosophical approach, Science and Technology Studies, educational research, and a methodology based on discourse analysis and ethnography, this book's overall goal is to assist with research into subjectivity, ethics, politics, policy, and socioscientific issues in science education.
  table of contents: Chapter 1: Science Education as a Site of Struggle -- Chapter 2: The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Chapter 3: The ‘Ethical Subject’ of Science Education -- Chapter 4: Science Education and Subjectivity in (Bio)political Context -- Chapter 5: Egalitarian Politics and the Dimensions of An Ethical Self -- Afterword: Different concepts and tools to bring about an ethically and politically engaged science education. .
  note: by Jesse Bazzul.
  subject:
    topic: Education
  subject:
    topic: Curriculums (Courses of study)
  subject:
    topic: Education
    topic: Curricula
  subject:
    topic: Science education
  subject:
    topic: Education
    topic: Philosophy
  subject:
    topic: Education
  subject:
    topic: Science Education
  subject:
    topic: Educational Philosophy
  subject:
    topic: Curriculum Studies
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: SpringerBriefs in Education
  identifier: 9783319391328
  identifier: http://dx.doi.org/10.1007/978-3-319-39132-8
  record info:
    record creation date: 160524
    record change date: 20160524033038.0
    record identifier: 978-3-319-39132-8