Titlebook: Critical Voices in Science Education Research; Narratives of Hope a Jesse Bazzul,Christina Siry Book 2019 Springer Nature Switzerland AG 20

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Embedding Ethics of Care into Primary Science Pedagogy: Reflections on Our Criticalityd from ethics of care theory. Through the analysis of a science school-university collaborative project we discuss how the ethic of care theory became central to our work and how collaborative relations pushed the boundaries of acceptable practice and purposes of science education. We also reflect o

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Science Museums: Reflections from an Autobiographical Journey MR, JTeachEduc40:13–17, 1989) to map my intellectual interests about science museums and make meaning of them. Moving through the four moments of inquiry that Pinar describes − regressive, progressive, analytical, and synthetic −, I start with a turn to my autobiographical past, looking closely at

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Beyond Levinas’ Other: My Journey Reimaging Science Educationn the published presentation of the final product. This chapter shares the author’s journey writing his paper, . (Blades D, Educ Philos Theory 38(5): 623–640, 2006). By sharing the development of this paper the author problematizes the notion of the author as a singular voice, revealing instead how

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Maintaining Our Critical Work: Stories of Curriculum Making in Initial Teacher EducationAustralia, Donna at Queensland University and Jenny at the Australian Catholic University in Victoria, they draw parallels in their experiences of implementing critical approaches to science education with preservice teachers at their respective institutions. Donna reflects upon her experience of fa

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Confronting Self: Stories of Incipiency, Disequilibrium, and Becoming Critical in Science Educationmational experiences involving incipiencies, disequilibrium, and retreat. We suggest these experiences result from tensions between new and existing perceptions and beliefs about the social settings in which we work and study. Our stories demonstrate what we believe is a necessary negotiation betwee

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A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diversourselves, and the contexts we study. Through a co-autoethnographic process, we aimed to better understand our positioning in our lived experiences and to generate an understanding of how reflective critical research approaches could transform us, as well as the communities in which we were immersed

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Resistance to Divergent, Child-Centered Scientific Inquiry in the Elementary School and at the Univen has been reduced or even eliminated due to the prioritization of math and language arts. In other areas, the science curriculum has been narrowed and paced in such a rigid way that alternative methods for instruction, scientific discourse, and criticality in science thinking have been precluded or

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Not “Real” Science Education Research: The Systematic Silencing of Critical Science Education Scholar class academics. As a Latina from a working class background, I often find myself out of sync with and ostracized by the culture of academia in general and science education academia specifically. I have had to learn how to survive the systematic racist, sexist, classist, ethnocentric, and elitist