Woman Being Disruptive: Challenging (E)quality in Science Education

Gough, A 2019, 'Woman Being Disruptive: Challenging (E)quality in Science Education' in Jesse Bazzul and Christina Siry (ed.) Critical Voices in Science Education Research, Springer, Switzerland, pp. 257-267.


Document type: Book Chapter
Collection: Book Chapters

Title Woman Being Disruptive: Challenging (E)quality in Science Education
Author(s) Gough, A
Year 2019
Title of book Critical Voices in Science Education Research
Publisher Springer
Place of publication Switzerland
Editor(s) Jesse Bazzul and Christina Siry
Start page 257
End page 267
Subjects Curriculum and Pedagogy not elsewhere classified
Science, Technology and Engineering Curriculum and Pedagogy
Gender, Sexuality and Education
Summary Secondary students' resistance to learning science is nothing new, but it has been of interest to me since I started my teaching career in the 1970s and it continued into my academic career, which I started in 1990. Although such resistance is now widely accepted, in 1990 many were in denial, except for some feminist writers, and it was here that I found my initial inspiration for researching resistance. But feminist critique was not enough and so, inspired by Sandra Harding, in my writings and teaching I have argued that gender, equality, quality and globalization are political issues that are interwoven into the discourses and practices of science education.Integral to these arguments is the need to challenge the gendered, classed and racist nature of the knowledge that constitutes school science curricula. For more than a decade I have argued for the mutualistic relationship between science and environmental education as a way for moving forward, and here have found both resistance and the strengthening of my resilience. In particular, I focus on the disciplinary chauvinism of science educators that greatly excludes sustainability. I also argue that, if STEM is going to be attractive as a career prospect for students, science educators will need to be more attuned to students' environmental interests and their identity construction in science classrooms as a way of overcoming resistances to learning science. This chapter takes the form of an autoethnography that traces the theoretical frameworks I have used, the arguments that I have made, and continue to make, about the oppressions and injustices that science education in schools continues to impose, and what needs to be done differently to overcome students continue to resist a science education.
Copyright notice ©Springer Nature Switzerland AG 2019
Keyword(s) science education
autoethnography
feminist critique
resistance
ISBN 9783319999906
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