Wonder in the Science Classroom

Gilbert, A and Gray, E 2019, 'Wonder in the Science Classroom' in Will Letts and Steve Fifield (ed.) STEM of Desire: Queer Theories and Science Education, Brill/Sense, Netherlands, pp. 109-123.

Document type: Book Chapter
Collection: Book Chapters

Title Wonder in the Science Classroom
Author(s) Gilbert, A
Gray, E
Year 2019
Title of book STEM of Desire: Queer Theories and Science Education
Publisher Brill/Sense
Place of publication Netherlands
Editor(s) Will Letts and Steve Fifield
Start page 109
End page 123
Subjects Science, Technology and Engineering Curriculum and Pedagogy
Gender, Sexuality and Education
Summary Emily is a sociologist. She hated science at school. She was one of those people to whom science was a boring world of right or wrong answers, of doing experiments correctly. She was growing up queer in the 90s, the age of Madonnas Erotica, a time when not fitting in was cool, was the thing to be, as hard as it was. Emily got low scores in science and spent her late teens working in gay clubs, returning to education at 23 to study sociologyfinally finding a way to make sense of the world. Queer theory gave her a framework for understanding herself: where gender is performative (Butler, 1990), and sexuality is too. Emily now understands that the social world is not necessarily real, and that we all have a hand in (re)producing it all the time through the ways we speak about and act in it. Andrew is a science educator. He was raised in suburban Washington, DC, by a single mother, where money was always tight. The experiences in this workingclass environment shaped his understanding of social justice, particularly in terms of gender and class. In ninth grade, he moved in with his father to attend high school in an upper middle-class community. He didnt fit easily into this new environment. He rebelled against the structure and banality of this suburban existence through punk and metal music and shunned anything remotely associated as popular. However, despite his angst toward this John Hughes-esque high school experience, life in suburbia as a straight, newly middle-class, white male presented few challenges. He attended university right out of high school and finished four years later with a degree in geology and a license to teach earth/physical science.
Copyright notice © 2019 by Koninklijke Brill NV
DOI - identifier 10.1163/9789004331068_004
ISBN 9789004369986
Version Filter Type
Altmetric details:
Access Statistics: 24 Abstract Views  -  Detailed Statistics
Created: Mon, 29 Apr 2019, 13:04:00 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us