Reimagining Science Education in the Anthropocene, Volume 2

1. Auflage 2024
ISBN: 978-3-031-35429-8
Verlag: Springer International Publishing

Buch, Englisch, 421 Seiten, HC runder Rücken kaschiert, Format (B × H): 153 mm x 216 mm, Gewicht: 683 g

Reihe: Palgrave Studies in Education and the Environment

This volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in orderto provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. 

This is an open access book.

Zielgruppe

Research

Autoren/Hrsg.

Tolbert, Sara

Bazzul, Jesse

Wallace, Maria F.G.

Higgins, Marc

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Gesundheitspädagogik, Umweltpädagogik

Inhaltsverzeichnis

Chapter 1  Introduction: To Be More Relevant the Field of Science Education Needs to Be Less Relevant.- Part I  Kinship, Magic, and the Unthinkable.- Chapter 2  Re-thinking Science Education for the Anthropocene.- Chapter 3  What Future Do Young Mozambicans Envision in a Time of Humanitarian and Environmental Crisis?.- Chapter 4  How a Phenomenology of Place in Science Education Can Grant Erotic Generosities for the Ocean.- Chapter 5  The Ghost of Laplace’s Demon: Revisiting the Anthropocene.- Part II  Anti-colonial Anthropocene(s).- Chapter 6  Envisioning Non-elite and More-than-Colonial Environmentalisms.- Chapter 7  Indigenous Spiritual Geographies: Rosalie Little Thunder and "What Does It Mean to Be a Good Relative?".- Chapter 8  The Social Focus Framework: Antiracist and Anticolonial Conscientization, Consequence, and Presencing in Science Education.- Chapter 9  Breaking the Paradigm: Storying Climate Change.- Part III  Politics and Political Reverberations.- Chapter 10  From False Generosity to True Generosity: Theorizing a Critical Imaginary for Science Education.- Chapter 11  Anti-racist Praxis in (Science and) Education.- Chapter 12  Science Education: From an Ideology of Greed to an Ideology of Thriving.- Chapter 13  Practices of Care with the Anthropocene: Scenes from the 2019 Nebraska Flood.- Part IV  Science Education for a World Yet to Come.- Chapter 14  Science Fiction, Speculative Pedagogy, and Critical Hope: Counternarratives for/of the Future.- Chapter 15  Curriculum Beyond Apocalypse.- Chapter 16  Let’s Root for Each Other and Grow: Interconnectedness (with)in Science Education.- Chapter 17  Perturbing Current Boundary Conditions in Discipline-Based and Science Education Research in the Anthropocene: Implications for Research and Teaching Communities.- Part V  Complicated Conversations.- Chapter 18  In Conversation with SharonTodd: Rethinking the Future in a Time of Sorrow.- Chapter 19  In Conversation with Max Liboiron: Towards an Everyday, Anticolonial Feminist Science (Education) Practice.- Chapter 20  In Conversation with Isabelle Stengers: Ontological Politics in Catastrophic Times.- Chapter 21  In Conversation with Steven Khan: Sensible and Sense-able Qualitative Literacies for Multi-species Flourishing.- Conclusion  Amplifying Science Education Research with(in) a Minor Key. 

Über Autor(innen)

Sara Tolbert is Associate Professor of Science and Environmental Education at Te Whare Wananga o Waitaha University of Canterbury, Aotearoa New Zealand.

Maria F.G. Wallace is Assistant Professor of Science Education in the Center for STEM Education at the University of Southern Mississippi, USA.

Marc Higgins is Associate Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP).

Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada.