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Format: 1 Online-Ressource (xxxvi, 350 Seiten)

ISBN: 9783030612993

Series Statement: Palgrave studies in educational futures

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-61298-6

Language: English

Keywords: Naturwissenschaftlicher Unterricht ; Multikulturelle Gesellschaft ; Internationaler Vergleich

DOI: 10.1007/978-3-030-61299-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (379 pages)

ISBN: 9783030612993

Series Statement: Palgrave Studies in Educational Futures Ser.

Note: Intro -- 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.

Additional Edition: Print version: Higgins, Marc Unsettling Responsibility in Science Education Cham : Springer International Publishing AG,c2020 ISBN 9783030612986

Language: English

Keywords: Electronic books. ; Electronic books.

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Format: XXXVI, 350 p. , online resource.

Edition: 1st ed. 2021.

ISBN: 9783030612993

Series Statement: Palgrave Studies in Educational Futures

Content: "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.

Note: 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. Frédérique 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.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783030612986

Additional Edition: Printed edition: ISBN 9783030613006

Additional Edition: Printed edition: ISBN 9783030613013

Language: English

DOI: 10.1007/978-3-030-61299-3

URL: https://doi.org/10.1007/978-3-030-61299-3

UID:

Format: xxxvi, 350 Seiten , 22 cm

ISBN: 9783030612986 , 3030612988

Series Statement: Palgrave studies in educational futures

Note: Open access version

Additional Edition: ISBN 9783030612993

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 9783030612993

Language: English

UID:

Format: 1 Online-Ressource (xxxvi, 350 Seiten).

ISBN: 978-3-030-61299-3

Series Statement: Palgrave studies in educational futures

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-61298-6

Language: English

Keywords: Naturwissenschaftlicher Unterricht ; Multikulturelle Gesellschaft ; Internationaler Vergleich

DOI: 10.1007/978-3-030-61299-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (xxxvi, 350 Seiten).

ISBN: 978-3-030-61299-3

Series Statement: Palgrave studies in educational futures

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-61298-6

Language: English

Keywords: Naturwissenschaftlicher Unterricht ; Multikulturelle Gesellschaft ; Internationaler Vergleich

DOI: 10.1007/978-3-030-61299-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (XXXVI, 350 pages)

Edition: 1st ed. 2021.

ISBN: 3-030-61299-6

Series Statement: Palgrave Studies in Educational Futures

Content: “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.

Note: 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. Frédérique Apffel-Marglin -- 7. Response-ablity Revisited: Towards Re(con)figuring Scientific Literacy -- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education. , English

Additional Edition: ISBN 3-030-61298-8

Language: English

DOI: 10.1007/978-3-030-61299-3

UID:

Format: 1 online resource (XXXVI, 350 pages)

Edition: 1st ed. 2021.

ISBN: 3-030-61299-6

Series Statement: Palgrave Studies in Educational Futures

Content: “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.

Note: 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. Frédérique Apffel-Marglin -- 7. Response-ablity Revisited: Towards Re(con)figuring Scientific Literacy -- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education. , English

Additional Edition: ISBN 3-030-61298-8

Language: English

DOI: 10.1007/978-3-030-61299-3

UID:

Format: 1 online resource (XXXVI, 350 pages)

Edition: 1st ed. 2021.

ISBN: 3-030-61299-6

Series Statement: Palgrave Studies in Educational Futures

Content: “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.

Note: 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. Frédérique Apffel-Marglin -- 7. Response-ablity Revisited: Towards Re(con)figuring Scientific Literacy -- 8. Towards Being Wounded by Thought: Indigenous Metaphysics is (Still) Waiting in the Wings of Science Education. , English

Additional Edition: ISBN 3-030-61298-8

Language: English

DOI: 10.1007/978-3-030-61299-3