A feminist commentary on four science education vignettes

Patricia Anders, Michelle Commeyras

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

We find it a challenge to analyze the vignettes from a feminist perspective for a variety ofreasons. First, there is no single feminist theory or perspective and, furthermore, there is doubt that what is referred to as feminist theory is indeed theory at all (Alway, 1995). Nevertheless, many feminist scholars do write about “feminist theory,�? and there is agreement that many theoretical perspectives have been extended thanks to feminist thinkers (Stone, 1994; Tong, 1989). We draw on a variety of feminist perspectives as we strive to bring up issues worthy of further consideration. Second, for the most part the vignettes do not address gender directly; hence we are led to examine that which has been overlooked or left unsaid. In the following pages, we discuss various feminist theories, discuss how feminist theories can be used to critique science education, and finally, discuss the vignettes from feminist viewpoints.

Original languageEnglish (US)
Title of host publicationPerspectives on Conceptual Change
Subtitle of host publicationMultiple Ways to Understand Knowing and Learning in a Complex World
PublisherTaylor and Francis
Pages133-144
Number of pages12
ISBN (Electronic)9781135454586
ISBN (Print)0805823212, 9780805823219
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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    Anders, P., & Commeyras, M. (2013). A feminist commentary on four science education vignettes. In Perspectives on Conceptual Change: Multiple Ways to Understand Knowing and Learning in a Complex World (pp. 133-144). Taylor and Francis. https://doi.org/10.4324/9781315045108-17