From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education
In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible...
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| Published in: | Cultural studies of science education Vol. 14; no. 1; pp. 205 - 229 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Dordrecht
Springer Netherlands
01-03-2019
Springer Springer Nature B.V |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad’s framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad’s theory of agential realism, we situate our argument in the “story” of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed “globally” and the deteriorating environmental and living conditions experienced “locally” as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children’s developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations. |
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| ISSN: | 1871-1502 1871-1510 |
| DOI: | 10.1007/s11422-018-9861-5 |