Unsettling Responsibility in Science Education: Indigenous Science, Deconstruction, and the Multicultural Science Education Debate

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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.

Author(s): Marc Higgins
Series: Palgrave Studies in Educational Futures
Publisher: Palgrave Macmillan
Year: 2020

Language: English
Pages: 350
City: Cham

Preface
Acknowledgments
Contents
Arc I Unsettling the Metaphysics of Responsibility
1 Unsettling Metaphysics in Science Education
My Relation to Indigenous Metaphysics, the Metaphysics of Modernity, and Science Education
On Unsettling Science Education: Decolonizing and Deconstructing
First Orientation: An Introduction to Decolonizing and Postcolonial Science Education and Their Relationships to Metaphysics
Second Orientation: (Re)Opening Science Education to Indigenous Science to-Come Through Deconstruction and Reconstruction
Conclusion: Towards a Metaphysics of Response-Ability in Science Education
References
2 The Homework of Response-Ability in Science Education
Preamble: Responsibility and De/Colonizing Science Education
Encountering the Subtle Yet Important Difference Between Response-Ability and Responsibility in My De/Colonizing Science Education Practice
Epistemic Ignorance and/in Science Education
The Homework of Response-Ability (Towards Indigenous Science) in Science Education
Conclusion: Response-Ability as Moving Within, Against, and Beyond the (Fore)Closure of Epistemic Ignorance oR Deconstruction as Learning to Learn
References
Arc II Critical Possibilities and Possible Critiques Through Deconstructive Play in/of the Multicultural Science Education Debate
3 Serious Play: Inflecting the Multicultural Science Education Debate Through and for (Socratic) Dialogue
Prelude to (a) Serious Play
Programme for (a) “Serious Play” To-Come
Act 1: Setting the Stage for (a) “Serious Play”
From the Dialectic of Discussion to Bohmian Dialogue: An Ethic for Seriously Playing Together
The Serious Play of (Re)Signification
Socratic Dialogue as (a) Serious Play
Act 2: The Programme for (a) “Serious Play”: A Primer for Playing Along
Who Is Playing (or Played)?
Rules for (a) Serious Play
Act 3: “Two Science Educators Walk into a Bar”: A Socratic Dialogue on Multicultural Science Education
Act 4: Playing Out the (Re)Production of Knowledge
When (Re)Signifying Is Signifying Again Rather Than Anew
What Continues to (Not) Be at Play? Possibilities for Further Dialogue Through the Play of (Re)Signification
Epilogue to (a) “Serious Play”: A Call for Further Serious Play Through Dialogue
References
4 Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique)
The Subject of Critique: My Relation to Critique in/of Science Education
The Optics of Critique: Why the Optical Configurations We (Metaphorically) Deploy Matter
Critical and Complicit (Mis)Readings of the Optics of Critique: Science Education Under Erasure
Mirror upon Mirrors: Matters of Fact, Matters of Fiction, and Science Education
Foucault’s Prismatic Critique: Proximal and Dispersive Critical Relationality
Baradian Diffraction: Including the Critical Apparatus in the Production of Critique
Conclusion: Re(Con)Figuring Critique in Science Education
References
Arc III Tinkering with Ontology with/in the Multicultural Science Education Debate
5 Tinkering with/in the Multicultural Science Education Debate: Towards Positing An(Other) Ontology
A Preamble on Tinkering: Derrida on the Porous Dichotomy Between Bricolage and Engineering
Having and Being Had by “Common Sense” During a Science Education Project in Nunavut
Tinkering with/in “Common Sense,” Ontology and the Multicultural Science Education Debate
Epistemic Realism and/as “Common Sense?” Ontological Situatedness and/in the Multicultural Science Education Debate
From Ontological Alignment to Positing an Ontology in Science Education
Why Positing an Ontology Matters: Towards Accountability for How Reality Is Understood
Positing An(Other-Than-Cartesian) Ontology: Towards Ontological Pluralism in Science Education
Conclusion: Positing an Ontology as an Ethical Call
References
6 Positing Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin
Pathways of Chance: Encountering Dr. Frédérique Apffel-Marglin
Tinkering with/in Expert Interview: De/Signing Research Methodology
Before: Tinkering with/in Expert Interview Content
During: Expert Interview Tinkering with/in Itself
After: Tinkering with/in Expert Interview (Re)Presentation
Diffracting an Interview with Dr. Frédérique Apffel-Marglin: On the (Re)Production and Operationalization of Cartesianism and What It Produces
First Cut: Dr. Frédérique Apffel-Marglin on Nature/Culture
First Cut—Nature/Culture and the Multicultural Science Education Debate
Second Cut: Dr. Frédérique Apffel-Marglin on Descartes, Boyle, and Newton
Second Cut: Descartes, Boyle, Newton, and the Multicultural Science Education Debate
Third Cut: Dr. Frédérique Apffel-Marglin on the Enclosure, the Double-Sided Ledger, and the Laboratory
Third Cut: The Enclosure, the Double-Sided Ledger, the Laboratory, and the Multicultural Science Education Debate
Fourth Cut: Dr. Frédérique Apffel-Marglin on the Modest Witness, When One Truth Becomes Two, and the Thirty Years’ War
Fourth Cut: The Modest Witness, When One Truth Becomes Two, the Thirty Years’ War, and the Multicultural Science Education Debate
Conclusion: Positing, Accounting for and Being Accountable to an Ontology in Science Education
References
Arc IV Towards a Curriculum for Indigenous Science To-Come
7 Response-ability Revisited: Towards Re(con)figuring Scientific Literacy
Revisiting Response-Ability at the Cultural Interface
Considering Methodologies and Pedagogies for/at the Cultural Interface
The Homework of Response-Ability Revisited: Towards a Reconstructive Response
Science Curriculum and Response-Ability: Re(Con)Figuring Scientific Literacy
Response-Ability as Ongoing Rupturing: Scientific Literacy as Central yet Uncertain
Response-Ability as the Iterative Reworking of Im/Possibility: Karen Barad’s Shift from Scientific Literacy to Agential Literacy
Response-Ability as the Cross-Cutting of Topological Re(con)figuring: Gregory Cajete’s Indigenous Ways-of-Knowing-in-Being and Science Curriculum as All my Relations
Response-Ability as Putting to Work Points of Resonance: (Re)Thinking Scientific Literacy at the Cultural Interface
Conclusion: Response-Able Design as a Hospitable Move Towards Indigenous Science to-Come
References
8 Towards Being Wounded by Thought: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education
Summary of the Argument so Far (For Readers in a Hurry…)3: Mapping Pathways Travelled upon and Those (yet-)to-Come
Chapter 1: Unsettling Metaphysics in Science Education
Chapter 2: The Homework of Response-Ability in Science Education
Chapter 3: Serious Play: Inflecting the Multicultural Science Education Debate Through and for (Socratic) Dialogue
Chapter 4: Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique)
Chapter 5: Tinkering with/in the Multicultural Science Education Debate: Towards Positing an(Other) Ontology
Chapter 6: Positing Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin
Chapter 7: Response-Ability Revisited: Towards Re(con)figuring Scientific Literacy
An Open-Ended Conclusion: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education
References
Index