Interrogating science education using critical-philosophical inquiry

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Carter, Lyn. (2003). Interrogating science education using critical-philosophical inquiry [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.88w81

Authors	Carter, Lyn
Abstract	This collection is the product of interrogating scholarly literature using critical-philosophical inquiry and other forms of textual analysis including post-colonial theory to critique the normative discourse/s within science education literature. There is a particular emphasis on globalisation and indigenous scientific knowledge. These methodological approaches applied to the discipline of science education have broadened the discourse by introducing new ways of conceptualising science education and modes of synthesis. Overall aim of the research is to transform science education working within a socio-cultural approach to promote the goals of active citizenship, cultural diversity and ecological sustainability. It employs critical-philosophical inquiry and post-colonial theory as analytic methods to achieve its aims. This is an ongoing project evolving in scope to introduce new perspectives and conceptualisations within science education. Data consists of analysis of scholarly literature and various realia.
Keywords	Socio-cultural aspects of science education; globalisation; post-colonialism; sustainability science; education for sustainability
Year	2003
Publisher	Australian Catholic University
Digital Object Identifier (DOI)	https://doi.org/10.26199/acu.88w81
Additional information	Mediated access by contacting Dr. Carter
Publisher's version	File Access Level Mediated

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Carter, Lynette. (2021). The Rise of Neoliberalism and the Changing Emphasis on What Is Valued in Science Education. In Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry pp. 67-83 Routledge. https://doi.org/10.4324/9780367822101-7

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(re)considering Foucault for science education research: considerations of truth, power and governance

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National innovation policy and public science in Australia

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A decolonial moment in science education: using a socioscientific issue to explore the coloniality of power

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Multilingual contexts: a new positioning for STEM teaching/learning

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Globalisation, neoliberalism and science education

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Preservice teacher agency concerning education for sustainability (EfS) : A discursive psychological approach

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Capitalists' profitable virtual worlds : Roles for science and science education

Bencze, J. Lawrence and Carter, Lyn. (2015). Capitalists' profitable virtual worlds : Roles for science and science education. In In P.P. Trifonas (Ed.). pp. 1197 - 1212 Springer.

The elephant in the room: Science education, neoliberalism and resistance

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The elephant in the room: Science education, neoliberalism and resistance

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Teachers' beliefs, classroom practices and professional development towards socio-scientific issues

Albe, Virginie, Barrue, Catherine, Bencze, Larry, Carter, Lyn, Grace, Marcus, Knain, Erik, Kolsto, Dankert, Reis, Pedro and Sperling, Erin. (2014). Teachers' beliefs, classroom practices and professional development towards socio-scientific issues. In In C. Bruguiere, A. Tiberghien and P. Clement (Ed.). Topics and Trends in Current Science Education pp. 55 - 70 Springer. https://doi.org/10.1007/978-94-007-7281-6_4

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Students' research-informed socio-scientific activism: Re/Visions for a sustainable future

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The challenges of science education and Indigenous knowledge

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Recovering traditional ecological knowledge (TEK): Is it always what it seems?

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Globalization and science education: The implications of science in the new economy

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Sociocultural influences on science education: Innovation for contemporary times

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Science education and contemporary times: Finding our way through the challenges

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Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship

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A place for alternative readings: Can they be of use? Responding to comments on "thinking differently about cultural diversity: Using postcolonial theory to (re)read science

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