Love, politics and science education on a damaged planet

Jesse Bazzul, Sara Tolbert

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

This article attempts to add to the conversation on equity and science education by arguing that activist work necessitates turning away from conservative fields of research that only forward the agenda of national governments/patriarchy/white supremacy/capital, and turning toward larger sociopolitical movements and non-dominant forms of knowledge that can help communities move toward multi-species flourishing. Building on the work of Chantal Pouliot, who argues that academics have a key role to play in environmental and social issues of public concern, we argue that engaging larger systemic contexts is absolutely necessary when educating for different futures. Specifically, we extend the use of Sheila Jasanoff’s (Science and public reason, Routledge, New York, 2012a. https://doi.org/10.4324/9780203113820; Sheila Jasanoff’s in: Rajan (ed) Lively capital: biotechnologies, ethics, and governance in global markets, Duke University Press, Durham, pp. 155–183, 2012b. https://doi.org/10.1215/9780822393306-005) work that demonstrates how modern Western law and governance specifically aim to take common, “natural” spaces and turn them into profit/capital. We conclude by suggesting that a politics of love can become a guiding force for justice-oriented scholarship in science education.

Original languageEnglish (US)
Pages (from-to)303-308
Number of pages6
JournalCultural Studies of Science Education
Volume14
Issue number2
DOIs
StatePublished - Jun 1 2019
Externally publishedYes

Keywords

  • Activism
  • Love
  • Politics
  • Public
  • Science education

ASJC Scopus subject areas

  • Cultural Studies

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