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Unsettling responsibility in science...

Higgins, Marc.

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Unsettling responsibility in science education = indigenous science, deconstruction, and the multicultural science education debate /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Unsettling responsibility in science education/ by Marc Higgins.
其他題名:	indigenous science, deconstruction, and the multicultural science education debate /
作者:	Higgins, Marc.
出版者:	Cham :Springer International Publishing : : 2021.,
面頁冊數:	xxxvi, 350 p. :ill., digital ;24 cm.
內容註:	1. Unsettling Metaphysics in Science Education -- 2. The Homework of Response-Ability in Science Education -- 3. Serious Play: Inflecting the Multicultural Science Education Debate through and for Socratic Dialogue -- 4. Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique) -- 5. Tinkering with/in the Multicultural Science Education Debate: Towards Positioning An(Other) Ontology -- 6. Positioning Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frederique Apffel-Marglin -- 7. Response-ablity Revisted: Towards Re(con)figuring Scientific Literacy -- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education.
Contained By:	Springer Nature eBook
標題:	Science - Study and teaching. -
電子資源:	https://doi.org/10.1007/978-3-030-61299-3
ISBN:	9783030612993

Unsettling responsibility in science education = indigenous science, deconstruction, and the multicultural science education debate /
Higgins, Marc.

Unsettling responsibility in science educationindigenous science, deconstruction, and the multicultural science education debate /[electronic resource] :by Marc Higgins. - Cham :Springer International Publishing :2021. - xxxvi, 350 p. :ill., digital ;24 cm. - Palgrave studies in educational futures. - Palgrave studies in educational futures..

1. Unsettling Metaphysics in Science Education -- 2. The Homework of Response-Ability in Science Education -- 3. Serious Play: Inflecting the Multicultural Science Education Debate through and for Socratic Dialogue -- 4. Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique) -- 5. Tinkering with/in the Multicultural Science Education Debate: Towards Positioning An(Other) Ontology -- 6. Positioning Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frederique Apffel-Marglin -- 7. Response-ablity Revisted: Towards Re(con)figuring Scientific Literacy -- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education.

Open access.

"Moving beyond tropes of empowerment, scientific literacy, and related bon hommes, Higgins's book offers one of the richest theoretical assemblages I have read in some time. He welds insights from post-humanist, feminist, Indigenous, and post-colonial scholars, conducing the theoretical potential of being and becoming into a fleshed out educational experience." -Kent den Heyer, Professor of Education, University of Alberta, Canada "Exploring the relationships between Indigenous and Western Science in science education, this book takes readers on a journey which explores various converging and diverging theoretical and epistemological standpoints that challenge normalized binary ways of looking at the world." -Eun-Ji Amy Kim, Lecturer, School of Education and Professional Studies, Griffith University, Australia 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.

ISBN: 9783030612993

Standard No.: 10.1007/978-3-030-61299-3doiSubjects--Topical Terms:

523759
Science
--Study and teaching.

LC Class. No.: Q181 / .H54 2021

Dewey Class. No.: 507.1

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