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dc.contributor.authorSammel, Alisonen_US
dc.contributor.editorKenneth Tobinen_US
dc.date.accessioned2017-05-03T11:35:02Z
dc.date.available2017-05-03T11:35:02Z
dc.date.issued2008en_US
dc.date.modified2009-05-14T10:03:35Z
dc.identifier.issn18711510en_US
dc.identifier.urihttp://hdl.handle.net/10072/23060
dc.description.abstractAbstract In this paper I respond to Ajay Sharma's Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight that our subjectivity's are negotiated based on the desires of the similar and competing discourses we are exposed to, and the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitration's with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate that science education is not neutral, objective or unproblematic. Building on Gill and Levidow's (Antiracist science teaching, 1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse that we rarely articulate the underlying political or economic priorities of science; science's appropriation of other cultural ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringer Netherlandsen_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom843en_US
dc.relation.ispartofpageto857en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalCultural Studies of Science Educationen_US
dc.relation.ispartofvolume3en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330103en_US
dc.titleTraveling with and through your backpack: a personal reflection on the infrastructure of science educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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