Citation

Alsop S, Fawcett L. Cult. Stud. Sci. Educ. 2010; 5(4): 1027-1045.

Copyright

(Copyright © 2010)

DOI

10.1007/s11422-010-9298-y

PMID

unavailable

Abstract

In response to Michiel van Eijck and Wolff-Michael Roth's article and Michael Mueller and Deborah Tippin's rejoinder, we explore traditional ecological knowledges as science education. Adopting a stance of situated partial perspectives, and drawing on selected literature in science and technology studies and feminist postcolonial theories, we reflect on acts of dissociation, localism, utilitarianism and principled pluralism as referent points for epistemological and pedagogical renewal. In conclusion, we return to an opening narrative of cultural loss combined with an invitation to imagine science pedagogy as a site of possibility, vulnerability and fragility. Such an invitation, we suggest, involves troubling manifestations of pedagogical and epistemic desires of normative closures and certitude. What now remains is a series of tensions and open questions for further work.

Language: en