This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education―the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories―is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.
Author(s): Maria F. G. Wallace, Jesse Bazzul, Marc Higgins, Sara Tolbert
Series: Palgrave Studies in Education and the Environment
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 395
City: Cham
Praise for Reimagining Science Education in the Anthropocene
Contents
Notes on Contributors
List of Figures
1 Introduction
Part I: Kinship, Magic, and the Unthinkable
Part II: Decolonizing Anthropocene(s)
Part III: Politics and Political Reverberations
Part IV: A Science Education for a World-Yet-to-Come
Part V: Complicated Conversations
References
Part I Kinship, Magic, and the Unthinkable
2 “Trees Don’t Sing! … Eagle Feather Has no Power!”—Be Wary of the Potential Numbing Effects of School Science
Introduction
Conversation 1
Conversation 2
Conversation 3
As a Student of Science
Encountering Living Water: A Turning Point in My Science Learning Journey
As a Teacher of Science/ a Science Educator
Science Education as a Healing and Restorative Experience
Teaching Science as Humanities and as Narrative Knowing
Restoring the Centrality of the Arts/Aesthetics in (Science) Education
Conclusion
References
3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times
Seeing the Unseeable
Apparent Horizons: Cosmological Shifts, Pedagogical Resituation
Messages to Humanity: From Earthrise to Pōwehi
Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability
References
4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction
Education and Catastrophe
Education and Sociobiology
Education and Post-genomics
Reconceptualizing I.Q.
“We Know Better Now”
References
5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World
Writing Beyond Findings
A Case for Anarchival Writing
Live Science
Magical Realism: A Guide
References
6 Fire as Unruly Kin: Curriculum Silences and Human Responses
Introduction
Unruly Kin: Fire, Human Evolution, and the Pyrocene
Indigenous Fire Stewardship
Fire and the Australian Curriculum
Pyro-Pedagogies of Becoming-With
Conclusion
References
Part II Decolonizing Anthropocene(s)
7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear
Troubling Shared Identity as a Settler Move to Innocence
Turtle Island: A Haudenosaunee Creation Story
Unpacking Everyday (Neo-)Colonialisms
Indigenous Erasures: Supersessionism and Scientific Origin Stories
Indigenous Erasures: The Genographic Project
Conclusion
References
8 Decolonizing Healing Through Indigenous Ways of Knowing
A Path of Decolonizing Healing Through Learning from the Land
Learning and Healing from the Land
Building on Strengths of Relationships
Relationship with Self
Relationships with the Community
Relationships with the More-Than-Human
Relationships with the Land
Building Healing Through Learning
Healing Through Learning About Self
Healing Through Learning About Community
Healing Through Learning About the More-Than-Human
Healing Through Learning About the Land
Honouring the Journey
References
9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living
References
10 The Salt of the Earth (Inspired by Cherokee Creation Story)
DuSable and Son’s Personal Legend
The Fate of Selu and Wild Boy
Secrets of the Hunt: An Exchange of Cultures
The Second City
References
Part III Politics and Political Reverberations
11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens
The Anthropocene, Spatial Reality, Maps, and Death
Maps Form Reality in (Un)Just Ways
Spatial Justice in Mathematics/Statistics Education
Spatial Justice and Data in the Context of Charlotte, North Carolina
Discussion
Reflections
References
12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India
Anthropocene and the Global South
Environment-Development-Technoscience: Debates in India
Educational Discourse on Development and Environment
Students’ Values and Aspirations
Concluding Thoughts
References
13 Rethinking Historical Approaches for Science Education in the Anthropocene
Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation
Going Deeper: A Short Case in the History of Botany
When Anthropocene and History of Science Meet: Some Insights for Science Education
References
14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science
Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes?
Giani Clay (Student, George Washington High School):
Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools):
Tomasz Rajski (Teacher, Hubbard High School):
Mindy Chappell (Teacher, North-Grand High School):
Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago):
Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing?
Adilene Aguilera (Teacher, George Washington High School):
Tomasz:
Alejandra:
Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues?
Delani Lopez (Student, North-Grand High School):
Mindy:
Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO):
Daniel:
Conclusion
References
Part IV Science Education for a World-Yet-to-Come
15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education
Effectiveness, Agency, and the Anthropocene
A Molten, More-than-Human World
The Cost of Water
Implications for Science Education
Listening to the Water and the People
References
16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity
Introduction
The Anthropocene
Seeing Science and the Anthropocene Differently
Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out
Reading “Between the Lines”
References
17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators
Scientific Imaginaries and Science Education in the Capitalocene
From Clockwork to Complexity: (Re)Connecting Science and Fiction
Why Comics/Graphic Novels?
Why Watchmen?
The Sciences of Watchmen
Simultaneity: The Message in Watchmen’s (1987) Medium
Adapting Simultaneity and Science in Watchmen (2009 and Beyond)
References
18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies
Colombia, Year 2050...
The Beginnings of Our Journey
Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy
Transformative Learning and Care-Oriented Practices in Science Education
Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation
References
Part V Complicated Conversations
19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing
20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies
References
21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene
Using and Troubling the Anthropocene
Situating and (Re)Committing to Deconstruction at the Ontological Turn: “What if Culture Was Nature All Along?” (Kirby, 2017)
Critical Consequences: Critique After the Critique and Subject of Critique
Response-Ability and/at the Anthropocene
References
22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward
References
23 Conclusion: Another Complicated Conversation
What Remains to Be Done?
References
Index
