Interrogating science education using critical-philosophical inquiry

Dataset


Carter, Lyn. (2003) Interrogating science education using critical-philosophical inquiry [Dataset].
AuthorsCarter, 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.

KeywordsSocio-cultural aspects of science education; globalisation; post-colonialism; sustainability science; education for sustainability
Year2003
Additional information

Mediated access by contacting Dr. Carter

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https://acuresearchbank.acu.edu.au/item/88w81/interrogating-science-education-using-critical-philosophical-inquiry

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"I had to take action straight away." Preservice teachers' accounts of pro-environmental action
Carter, Lyn and Martin, Jenny. (2018) "I had to take action straight away." Preservice teachers' accounts of pro-environmental action. In In L. Bencze (Ed.). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE pp. 523 - 537 Springer International Publishing. https://doi.org/10.1007/978-3-319-55505-8_24
Youth uses of actor-network theory for undermining societal consumerism
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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
Clarkson, Philip and Carter, Lyn. (2017) Multilingual contexts: a new positioning for STEM teaching/learning. In In R. Millar (Ed.). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference pp. 233 - 242 Springer International Publishing. https://doi.org/10.1007/978-3-319-58685-4_18
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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
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Transformative learning in science education: Investigating pedagogy for action
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Science & technology education for personal, social & environmental wellbeing : Challenging capitalists' consumerist strategies
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Students' research-informed socio-scientific activism: Re/Visions for a sustainable future
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Globalisation and science education: Global information culture, post-colonialism and sustainability
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Globalizing students acting for the common good
Bencze, Larry and Carter, Lyn. (2011) Globalizing students acting for the common good. Journal of Research in Science Teaching. 48(6), pp. 648 - 669. https://doi.org/10.1002/tea.20419
The challenges of science education and Indigenous knowledge
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Gathering in threads in the insensible global world: The wicked problem of globalisation and science education
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Traditional ecological knowledge, border theory and justice
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Globalisation and science education: Rethinking science education reforms
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Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education
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Re-visioning science education from a science studies and futures perspective
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Using post colonialism to re(read) science education
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