Science, Science Education and Their Discontents: A Response to Commentaries on the Paper, "Portrait of a Science Teacher as a Bricoleur--A Case Study from India"

Autor/in	Sharma, Ajay
Titel	Science, Science Education and Their Discontents: A Response to Commentaries on the Paper, "Portrait of a Science Teacher as a Bricoleur--A Case Study from India"
Quelle	In: Cultural Studies of Science Education, 3 (2008) 4, S.875-880 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9131-z
Schlagwörter	Stellungnahme; Educational Research; Foreign Countries; Science Teachers; Researchers; Science Education; Change Agents; Educational Change; Sociocultural Patterns; Teaching Methods; Case Studies; Rural Schools; Middle School Teachers; Science Instruction; Scientific Enterprise; Critical Theory; Politics of Education; Role of Education; Social Theories; Educational Philosophy; Hidden Curriculum; Educational Environment; Values; Scientific Principles; Teacher Role; Science and Society; India + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Naturwissenschaftliche Bildung; Bildungsreform; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritische Theorie; Educational policy; Bildungspolitik; Bildungsauftrag; Gesellschaftstheorie; Bildungsphilosophie; Erziehungsphilosophie; Heimlicher Lehrplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wertbegriff; Lehrerrolle; Indien
Abstract	In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I argue that researchers should work actively for progressive change in discursive fields such as educational research, in which they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication of research. [Abstract presented in both English and Hindi.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10