By Larry Bencze, Steve Alsop
This assortment examines problems with organisation, energy, politics and identification as they relate to technological know-how and expertise and schooling, inside modern settings. Social, monetary and ecological critique and reform are tested by means of a number of contributing authors, from a variety of foreign contexts. those chapters research urgent pedagogical questions inside of socio-scientific contexts, together with petroleum economies, nutrients justice, wellbeing and fitness, environmentalism, weather swap, social media and biotechnologies.
Readers will notice a long way achieving inquiries into activism as an open query for technology and know-how schooling, citizenship and democracy. The authors name at the paintings of admired students during the a while, together with Bourdieu, Foucault, Giroux, Jasanoff, Kierkegaard, Marx, Nietzsche, Rancière and Žižek.
The program of serious theoretical scholarship to mainstream practices in technological know-how and know-how schooling distinguishes this e-book, and this deep, theoretical remedy is complemented through many grounded, extra pragmatic exemplars of activist pedagogies. useful examples are set in the public sphere, inside chosen new social events, and in addition inside of extra formal institutional settings, together with user-friendly and secondary colleges, and better schooling.
These assembled discussions offer a foundation for a extra notably reflexive remodeling of technology and know-how schooling. academic coverage makers, technology schooling students, and technology and know-how educators, among others, will locate this paintings thought-provoking, instructive and informative.
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Additional resources for Activist Science and Technology Education
Alter-ontologies: Towards a constitutive politics in technoscience. Social Studies of Science, 41(2), 177–201. , & Rose, S. (1979). Radical science and its enemies. Socialist Register, 9, 105–132. , & Barton, A. (2004). Rethinking scientific literacy. New York: Routledge Falmer. Sadler, T. , Barab, S. , & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371–391. Sandlin, J. , & McLaren, P. ). (2010). Critical pedagogies of consumption: Living and learning in the shadow of the “Shopocalypse”.
Capitalism as our historical system is regarded as a contingent product of institutional arrangements and practical rules that enable the conditions under which it can proceed. Hence, different ideological positionings engender different organizing frameworks. In The Birth of Biopolitics, Foucault’s object was the historical exploration of a particular “framework of political rationality” (p. 317), which Terry Flew (2010), in hindsight, suggests had an intellectual path in common with comparative political economy and ‘varieties of capitalism’ research (Lane and Wood 2009).
Such a perspective provides a framework that can unite various struggles for social justice and help educators and students intervene in the forces of what philosopher Michel Foucault calls biopower. This chapter draws from Foucauldian notions of biopolitics and subjectivity and the work of Michael Hardt and Antonio Negri, to provide some notes on biopolitical theory and potential applications in science education. This chapter is just one theoretical articulation of how biopolitics and biopolitical struggle can inform critical, activist work in science education.