There Is No Equity in a Vacuum: On the Importance of Historical, Political, and Moral Considerations in Science Education

Autor/in	Morales-Doyle, Daniel
Titel	There Is No Equity in a Vacuum: On the Importance of Historical, Political, and Moral Considerations in Science Education
Quelle	In: Cultural Studies of Science Education, 14 (2019) 2, S.485-491 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09925-y
Schlagwörter	Stellungnahme; Science Education; Social Justice; Definitions; Educational Objectives; Social Change; Equal Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Soziale Gerechtigkeit; Begriffsbestimmung; Educational objective; Bildungsziel; Erziehungsziel; Sozialer Wandel
Abstract	As a response to Fortney and Atwood's "Teaching with understanding while teaching for understanding" (this issue), this paper challenges definitions of equity that do not explicitly deal with oppression and injustice. I argue that in order to address the problem of inequity at its roots, we must re-center the historical, political, and moral dimensions of equity to disrupt dominant assumptions about the goals of science education. The justice-centered approach I advocate requires understanding inequity as one component of social injustice and necessitates that science education be linked with larger movements for social change. [This review essay addresses issues raised in Brian Fortney and Erin Atwood's paper entitled: "Teaching with Understanding While Teaching for Understanding" (EJ1218491).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01