Dialoguing with Freire and Butler about "Chaos": A Provocative Organising Exercise in My PhD

Autor/in	Bravo, Paulina
Titel	Dialoguing with Freire and Butler about "Chaos": A Provocative Organising Exercise in My PhD
Quelle	In: Cultural Studies of Science Education, 18 (2023) 1, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10155-6
Schlagwörter	Doctoral Students; Doctoral Dissertations; Science Education; Social Influences; Political Influences; Dialogs (Language); Perspective Taking; Faculty Development; Teacher Educators; Science Teachers; Teacher Student Relationship; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Naturwissenschaftliche Bildung; Sozialer Einfluss; Political influence; Politischer Einfluss; Dialog; Dialogs; Dialogue; Dialogues; Zukunftsperspektive; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	The sociopolitical turn in science education calls for transgressing/trespassing boundaries, troubling the hermeticism of the field that has avoided seeing itself under the lens of social, critical, or philosophical theories. As such, the purpose of this article is to show a provocative way in which I organised my thoughts and analysis during my PhD process, attempting to engage with the sociopolitical call. In so doing, a dialogue between Paulo Freire, Judith Butler, and myself emerged as a way to understand, from a different perspective, what happened in a continuous professional development curse in which I was a teacher educator alongside a group of 12 colleagues and 21 science schoolteachers. I conclude this proposal by suggesting a new teacher-student-subject subjectivity where the double hyphen means the inseparability of the three as a subject that is learning/teaching and experiencing/becoming through an affective response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01