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A Sociopolitical Turn in Science Education

Towards Post-pandemic Worlds

  • Book
  • © 2024

Overview

Editors:
  1. Cristiano B. Moura

    1. Simon Fraser University, Burnaby, Canada

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  • Contains an updated analysis of the COVID-19 pandemic's impact on science education
  • Includes discussions and future scenarios for post-pandemic science education
  • Addresses socio-political perspectives of science education

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 62)

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About this book

This edited volume features a collection of essays on the COVID-19 pandemic and associated crises and its implications for science education research and practice from a socio-political perspective. Taking the pandemic as a starting point – and understanding the pandemic as an event that exposes science-society relationships in their complexities –, this book sets provocations for the science education community, analyzing aspects of its practices, conceptualizations, aims, core values, research traditions, institutions, affectivities, and aesthetics from diverse points of view, and proposing new postures for the future of science education. Some central themes to science education research such as the concepts of scientific literacy and nature of science (among others) are revisited, and new perspectives related to affects, multiculturalism and the knowledge-power relationships are explored.

This book brings together authors from diverse backgrounds, geographic origins, and academic trajectories, composing a truly international volume with a plurality of voices weaving a rich caleidoscope seeking to analyze science education's current state of affairs and propose diverse futures under a socio-political perspective. 

Keywords

Table of contents (19 chapters)

  1. Front Matter

    Pages i-xv
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  3. Examining and Proposing Key Concepts and Ideas for Science Education in Post-pandemic Worlds

    1. Front Matter

      Pages 27-27
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    2. Complex and Political Socioscientific Issues Education in the Anthropocene: Towards an Integrative Didaktik Model Driven by Transdisciplinarity, Relationality and Responsibility

      • Jesper Sjöström
      Pages 29-54

    3. The (Un)intelligibility of Slow Violence in Science Education

      • Ajay Sharma, Ramnarayan Kalyanaraman
      Pages 55-70

    4. (Re)considering Science Education in the Face of Environmental Injustices in Pre- and Post-pandemic Worlds: Insights from a Critical-Decolonial Nature of Science

      • Haira Gandolfi
      Pages 71-93

    5. Critical Imagination and Conscientisation for Just Post-pandemic Science Education: Park Rangers as Public Science Educators

      • Betzabé Torres Olave, Gonzalo R. Guerrero
      Pages 95-111

  4. Experiences, Tales and Local Perspectives

    1. Front Matter

      Pages 113-113
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    2. The Unfinished Sociopolitical Turn of Science Education in Mexico in the New Curricular Framework for Public Education: A Critical Consciousness Without Action?

      • Liliana Valladares
      Pages 115-135

    3. “You’re a Boy; You’re a Girl”: Witnessing Anti-queer Violence in and Imagining Queer Futures for Post-COVID Science Education

      • Matthew Weinstein, Alysa M. Schafer
      Pages 137-159

    4. When Science Museums Re-imagine Their Social Roles: Responding to the COVID-19 Pandemic

      • Ana Maria Navas Iannini, Erminia Pedretti
      Pages 161-180

    5. Political Demands in Brazilian Science Education Scholarship

      • Flavia Rezende, Andreia Guerra, Fernanda Ostermann
      Pages 181-195

    6. Decolonizing Natural Sciences, Environmental and Health Education: Reflections from a Continuous Teacher Training Experience

      • Ana G. Dumrauf, Silvina Cordero, Verónica Becerro, Luciano Iribarren, Raúl Esteban Ithuralde
      Pages 197-217

    7. The Role of Intercultural Science Education: Reorienting a Socio-political Agenda for Latin-America

      • Jairo Robles-Piñeros, Susana Abella
      Pages 219-236

    8. Rethinking Scientific Literacy Based on Covid-19 Experiences from One Caribbean Country

      • Joanne Nazir
      Pages 237-252

    9. Can there Be a Science of the Sacred? Thinking with Students’ Feminist and Pluriversal Worldmaking Practices

      • Sara Tolbert, Mahdis Azarmandi
      Pages 253-264

  5. Imagining Justice-Centred Futures for Post-pandemic Science Education

    1. Front Matter

      Pages 265-265
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    2. Post-pandemic Science & Technology Education: Ongoing Challenges to Societies

      • J. Lawrence Bencze, Lyn Carter, Isabel Martins
      Pages 267-286

    3. Power, Knowledge, Subjectivity: Science Education and Questions of Collective Existence

      • Jesse Bazzul
      Pages 287-299
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Editors and Affiliations

  • Simon Fraser University, Burnaby, Canada

    Cristiano B. Moura

About the editor

Cristiano B. Moura is an assistant professor at the Faculty of Education at Simon Fraser University, Canada. He has a PhD in Science, Technology and Education from CEFET-RJ, Brazil. His main research interest is fostering justice-centred science education through historical approaches, drawing mainly from Cultural History of Science, Science Studies and Decolonial theories. He was recently appointed editor-in-chief for the Science & Education journal.

 

Bibliographic Information

  • Book Title: A Sociopolitical Turn in Science Education

  • Book Subtitle: Towards Post-pandemic Worlds

  • Editors: Cristiano B. Moura

  • Series Title: Contemporary Trends and Issues in Science Education

  • DOI: https://doi.org/10.1007/978-3-031-78586-3

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

  • Hardcover ISBN: 978-3-031-78585-6Published: 10 January 2025

  • Softcover ISBN: 978-3-031-78588-7Due: 24 January 2026

  • eBook ISBN: 978-3-031-78586-3Published: 09 January 2025

  • Series ISSN: 1878-0482

  • Series E-ISSN: 1878-0784

  • Edition Number: 1

  • Number of Pages: XV, 369

  • Number of Illustrations: 6 b/w illustrations, 14 illustrations in colour

  • Topics: Science Education, Curriculum Studies, Teaching and Teacher Education

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