Studying the development of agency and political consciousness in science education.
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| Title: | Studying the development of agency and political consciousness in science education. |
|---|---|
| Authors: | Vossoughi, Shirin1, Shea, Molly2 |
| Source: | Cultural Studies of Science Education. Jun2019, Vol. 14 Issue 2, p327-334. 8p. |
| Subject Terms: | *Science education, *Transformative learning, *Youth, Political science, Political development, Environmental justice |
| Abstract: | In this commentary, we wrestle with key ideas presented in Schenkel, Calabrese Barton, Tan, Nazar, and Flores' Framing Equity through a Closer Examination of Critical Science Agency and offer a series of theoretical and methodological attunements we view as germane to the visions of educational justice discussed therein. We begin by discussing the promising theoretical framework presented in the article, particularly the authors' call for the field to engage more directly with issues of power and political consciousness in science education. We then turn to their empirical analysis of critical science agency, highlighting interactional moments and student reflections on learning that offer important insights into this concept. We then trace a series of theoretical and methodological tensions that raise questions about the ways researchers conceptualize and study the development of agency and political consciousness among youth, particularly those from minoritized and non-dominant communities, as well as the ways terms like community, consequentiality, and scales of justice/injustice are defined analytically. This discussion is interwoven with our efforts to name dispositions and lines of inquiry we view as imperative for research on the learning experiences of others that moves from a place of criticality and humility. We write as scholars and educators who share many of the authors' concerns and are invested in research on science education that supports expansive learning and transformative praxis across researchers, educators, young people, and communities (Engeström in Theory Psychol 21(5):598–628, 2011. 10.1177/0959354311419252). [ABSTRACT FROM AUTHOR] |
| Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136891424 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Studying the development of agency and political consciousness in science education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vossoughi%2C+Shirin%22">Vossoughi, Shirin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shea%2C+Molly%22">Shea, Molly</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Jun2019, Vol. 14 Issue 2, p327-334. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink><br /><searchLink fieldCode="DE" term="%22Political+development%22">Political development</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+justice%22">Environmental justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this commentary, we wrestle with key ideas presented in Schenkel, Calabrese Barton, Tan, Nazar, and Flores' Framing Equity through a Closer Examination of Critical Science Agency and offer a series of theoretical and methodological attunements we view as germane to the visions of educational justice discussed therein. We begin by discussing the promising theoretical framework presented in the article, particularly the authors' call for the field to engage more directly with issues of power and political consciousness in science education. We then turn to their empirical analysis of critical science agency, highlighting interactional moments and student reflections on learning that offer important insights into this concept. We then trace a series of theoretical and methodological tensions that raise questions about the ways researchers conceptualize and study the development of agency and political consciousness among youth, particularly those from minoritized and non-dominant communities, as well as the ways terms like community, consequentiality, and scales of justice/injustice are defined analytically. This discussion is interwoven with our efforts to name dispositions and lines of inquiry we view as imperative for research on the learning experiences of others that moves from a place of criticality and humility. We write as scholars and educators who share many of the authors' concerns and are invested in research on science education that supports expansive learning and transformative praxis across researchers, educators, young people, and communities (Engeström in Theory Psychol 21(5):598–628, 2011. 10.1177/0959354311419252). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136891424 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11422-019-09915-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 327 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Youth Type: general – SubjectFull: Political science Type: general – SubjectFull: Political development Type: general – SubjectFull: Environmental justice Type: general Titles: – TitleFull: Studying the development of agency and political consciousness in science education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vossoughi, Shirin – PersonEntity: Name: NameFull: Shea, Molly IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 18711502 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: Cultural Studies of Science Education Type: main |
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