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  • Turning the focus from 'other' to science education: Exploring the invisibility of whiteness

    Author(s)
    Sammel, Alison
    Griffith University Author(s)
    Sammel, Alison J.
    Year published
    2009
    Metadata
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    Abstract
    This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in Western science education specific attention is given to the positions of power that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world (i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical due ...
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    This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in Western science education specific attention is given to the positions of power that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world (i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad's story, the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical ways of resisting oppression.
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    Journal Title
    Cultural Studies of Science Education
    Volume
    4
    Issue
    3
    DOI
    https://doi.org/10.1007/s11422-009-9184-7
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/30293
    Collection
    • Journal articles

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