By Larry Bencze, Steve Alsop
This assortment examines problems with service provider, strength, politics and identification as they relate to technological know-how and expertise and schooling, inside of modern settings. Social, financial and ecological critique and reform are tested through various contributing authors, from more than a few overseas contexts. those chapters research urgent pedagogical questions inside of socio-scientific contexts, together with petroleum economies, nutrients justice, overall healthiness, environmentalism, weather swap, social media and biotechnologies.
Readers will become aware of some distance achieving inquiries into activism as an open query for technology and know-how schooling, citizenship and democracy. The authors name at the paintings of well-liked students in the course of the a long time, together with Bourdieu, Foucault, Giroux, Jasanoff, Kierkegaard, Marx, Nietzsche, Rancière and Žižek.
The software of serious theoretical scholarship to mainstream practices in technology and expertise schooling distinguishes this e-book, and this deep, theoretical remedy is complemented via many grounded, extra pragmatic exemplars of activist pedagogies. functional examples are set in the public sphere, inside chosen new social pursuits, and likewise inside extra formal institutional settings, together with ordinary and secondary colleges, and better schooling.
These assembled discussions offer a foundation for a extra considerably reflexive transforming of technology and expertise schooling. academic coverage makers, technology schooling students, and technological know-how and know-how educators, among others, will locate this paintings thought-provoking, instructive and informative.
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This assortment examines problems with organisation, energy, politics and identification as they relate to technological know-how and know-how and schooling, inside of modern settings. Social, monetary and ecological critique and reform are tested by way of a variety of contributing authors, from a number of overseas contexts. those chapters research urgent pedagogical questions inside socio-scientific contexts, together with petroleum economies, meals justice, healthiness, environmentalism, weather switch, social media and biotechnologies.
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Extra resources for Activist Science and Technology Education
Social policy, the Chicago economists argued, should work to exclusively support economic policy. The focus becomes not supply and demand of goods and services but on the individual as homo oeconomicus or enterprise man, an active economic subject who “allocates their time and resources between consumption . . and investment in the self . . (S)uch an individual is . . an investor, an innovator, and an entrepreneur” (Flew 2010, p. 29). For Foucault, the required homo oeconomicus is not the man of exchange or man the consumer; he is the man of enterprise and production within an enterprise society.
Carter contemporary condition, and under which we all labour (exceptions here include Carr and The´se´e 2008; Carter 2005, 2008, 2011; Bencze 2008, 2010; Tobin 2011). Hence, in this chapter I examine the ‘lurking variable’ or ‘blind spot’ of the political in science education more closely. Specifically, I review the metadiscourse of neoliberalism that is part of the lexicon of the everyday, and thus inhabits Pedretti and Nazir’s (2011) currents within STSE even as they were unacknowledged. Exposing and scrutinizing neoliberalism not only enhances the quality of our theorizing about the underdone political, it also facilitates our attempts to develop better science education with a focus on activism.
2008). Sciences from below: Feminisms, postcolonialities and modernities. Durham: Duke University Press. , & Negri, A. (2009). Commonwealth. Cambridge: Belknap Press of Harvard University Press. Hawken, P. (2007). The blessed unrest: How the largest social movement in history is restoring, grace, justice and beauty to the World. London: Penguin. Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670. Hodson, D.