Equity and Justice in Science Education: Toward a Pluriverse of Multiple Identities and Onto-Epistemologies

Autor/inn/en	Kayumova, Shakhnoza; Dou, Remy
Titel	Equity and Justice in Science Education: Toward a Pluriverse of Multiple Identities and Onto-Epistemologies
Quelle	In: Science Education, 106 (2022) 5, S.1097-1117 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kayumova, Shakhnoza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21750
Schlagwörter	Science Education; Social Justice; Democratic Values; Science Instruction; Racism; Postcolonialism; Disadvantaged; Power Structure; Cultural Pluralism; Diversity + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Soziale Gerechtigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rassismus; Post colonialism; Postkolonialismus; Kulturpluralismus
Abstract	Concepts in science education such as "science identity" and "science capital" are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto-epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit-based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse--"a world where many worlds fit". This alternative allows us to reconstruct science and science-related "outcomes," such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial theories of pluriversality and discuss different onto-epistemologies to be able to grapple with existing social, racial, environmental injustices, and land-based devastations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01