| id |
oapen-20.500.12657-43291
|
| record_format |
dspace
|
| spelling |
oapen-20.500.12657-432912020-12-15T01:51:19Z Unsettling Responsibility in Science Education Higgins, Marc Science Education Curriculum Studies Philosophy of Education Education, general Inclusive Education Post-Colonial studies post-humanist Indigenization Cartesianism science curriculum pedagogy Open Access Teaching of a specific subject Science: general issues Curriculum planning & development Philosophy & theory of education Education bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education bic Book Industry Communication::J Society & social sciences::JN Education This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being. 2020-12-14T08:27:51Z 2020-12-14T08:27:51Z 2021 book ONIX_20201214_9783030612993_29 https://library.oapen.org/handle/20.500.12657/43291 eng Palgrave Studies in Educational Futures application/pdf n/a 2021_Book_UnsettlingResponsibilityInScie.pdf https://www.springer.com/9783030612993 Springer Nature Springer Singapore 10.1007/978-3-030-61299-3 10.1007/978-3-030-61299-3 6c6992af-b843-4f46-859c-f6e9998e40d5 Springer Singapore 350 open access
|
| institution |
OAPEN
|
| collection |
DSpace
|
| language |
English
|
| description |
This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.
|
| title |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| spellingShingle |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| title_short |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| title_full |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| title_fullStr |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| title_full_unstemmed |
2021_Book_UnsettlingResponsibilityInScie.pdf
|
| title_sort |
2021_book_unsettlingresponsibilityinscie.pdf
|
| publisher |
Springer Nature
|
| publishDate |
2020
|
| url |
https://www.springer.com/9783030612993
|
| _version_ |
1771297480599666688
|
