“They have a lot more freedom than they know”: science education as a space for radical openness

Jill Williams, Sara Tolbert

Research output: Contribution to journalArticlepeer-review

Abstract

While much research has examined the impact that neoliberal reforms have had on education, very little research has examined science teachers/teaching in particular. In this article, we share findings from a longitudinal study with 9 public school science teachers in Arizona, USA. We argue that neoliberal reforms have positioned science classrooms and science teachers as high potential sites of/for resistance to neoliberalism. We identify two factors as particularly influential in shaping the way in which science teachers resist neoliberal reforms: (1) the marginalization of science within the structure of school and teacher assessments; and (2) widespread (science) teacher shortages.

Original languageEnglish (US)
Pages (from-to)71-84
Number of pages14
JournalCultural Studies of Science Education
Volume16
Issue number1
DOIs
StatePublished - Mar 2021

Keywords

  • Neoliberalism
  • Resistance
  • Science education
  • Social justice
  • Teacher inquiry

ASJC Scopus subject areas

  • Cultural Studies

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