Relevance and relational responsibility in justice-oriented science education research

Sara E Tolbert, Alexa Schindel, Alberto J. Rodriguez

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

In this article, we critically examine what a commitment to equity, diversity, and social justice in science and science education means for our research practices and methods. Using a blend of critical cross-cultural and feminist lenses, we explore relationships of power in our research, specifically in terms of knowledge production, representation, and positionality. We also consider our ethical obligations and relational responsibilities as researchers in terms of caring and solidarity. We argue that relevance should be measured as a function of the transformative impact of the research enterprise. We also argue that to do this, researchers need to examine and expose their own positioning and positionality. We propose a variety of strategies, drawn from our work and from that of many others, which illustrate how to build and sustain more caring, ethical, responsive, and responsible relationships with research participants.

Original languageEnglish (US)
JournalScience Education
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

justice
responsibility
science
education
knowledge production
research practice
social justice
solidarity
research method
obligation
equity
commitment
Science Education
Justice
Positionality
Responsibility
Research Methods
Obligation
Equity
Blends

Keywords

  • Critical theory
  • Decolonizing methods
  • Feminist theory
  • Justice
  • Research

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

Cite this

Relevance and relational responsibility in justice-oriented science education research. / Tolbert, Sara E; Schindel, Alexa; Rodriguez, Alberto J.

In: Science Education, 01.01.2018.

Research output: Contribution to journalArticle

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