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Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD.

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Title: Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD.
Authors: Bravo, Paulina1 (AUTHOR) bravo.gonzalez.p@gmail.com
Source: Cultural Studies of Science Education. Mar2023, Vol. 18 Issue 1, p237-255. 19p.
Subject Terms: *Career development, *Teachers, *Teacher educators, *Science education, *Affect (Psychology), Image encryption
People: Butler, Judith, 1956-, Freire, Paulo, 1921-1997
Abstract: The sociopolitical turn in science education calls for transgressing/trespassing boundaries, troubling the hermeticism of the field that has avoided seeing itself under the lens of social, critical, or philosophical theories. As such, the purpose of this article is to show a provocative way in which I organised my thoughts and analysis during my PhD process, attempting to engage with the sociopolitical call. In so doing, a dialogue between Paulo Freire, Judith Butler, and myself emerged as a way to understand, from a different perspective, what happened in a continuous professional development curse in which I was a teacher educator alongside a group of 12 colleagues and 21 science schoolteachers. I conclude this proposal by suggesting a new teacher–student–subject subjectivity where the double hyphen means the inseparability of the three as a subject that is learning/teaching and experiencing/becoming through an affective response. [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.)
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  Data: The sociopolitical turn in science education calls for transgressing/trespassing boundaries, troubling the hermeticism of the field that has avoided seeing itself under the lens of social, critical, or philosophical theories. As such, the purpose of this article is to show a provocative way in which I organised my thoughts and analysis during my PhD process, attempting to engage with the sociopolitical call. In so doing, a dialogue between Paulo Freire, Judith Butler, and myself emerged as a way to understand, from a different perspective, what happened in a continuous professional development curse in which I was a teacher educator alongside a group of 12 colleagues and 21 science schoolteachers. I conclude this proposal by suggesting a new teacher–student–subject subjectivity where the double hyphen means the inseparability of the three as a subject that is learning/teaching and experiencing/becoming through an affective response. [ABSTRACT FROM AUTHOR]
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  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.)
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              Text: Mar2023
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