Unsettling Responsibility in Science Education : : Indigenous Science, Deconstruction, and the Multicultural Science Education Debate.

• Superior document: Palgrave Studies in Educational Futures Series
• Author: Higgins, Marc.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2020.; ©2021.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: Palgrave Studies in Educational Futures Series
• Physical Description: 1 online resource (379 pages)

Table of Contents

Intro -- Preface -- Acknowledgments -- Contents -- Arc I Unsettling the Metaphysics of Responsibility -- 1 Unsettling Metaphysics in Science Education -- My Relation to Indigenous Metaphysics, the Metaphysics of Modernity, and Science Education -- On Unsettling Science Education: Decolonizing and Deconstructing -- First Orientation: An Introduction to Decolonizing and Postcolonial Science Education and Their Relationships to Metaphysics -- Second Orientation: (Re)Opening Science Education to Indigenous Science to-Come Through Deconstruction and Reconstruction -- Conclusion: Towards a Metaphysics of Response-Ability in Science Education -- References -- 2 The Homework of Response-Ability in Science Education -- Preamble: Responsibility and De/Colonizing Science Education -- Encountering the Subtle Yet Important Difference Between Response-Ability and Responsibility in My De/Colonizing Science Education Practice -- Epistemic Ignorance and/in Science Education -- The Homework of Response-Ability (Towards Indigenous Science) in Science Education -- Conclusion: Response-Ability as Moving Within, Against, and Beyond the (Fore)Closure of Epistemic Ignorance oR Deconstruction as Learning to Learn -- References -- Arc II Critical Possibilities and Possible Critiques Through Deconstructive Play in/of the Multicultural Science Education Debate -- 3 Serious Play: Inflecting the Multicultural Science Education Debate Through and for (Socratic) Dialogue -- Prelude to (a) Serious Play -- Programme for (a) "Serious Play" To-Come -- Act 1: Setting the Stage for (a) "Serious Play" -- From the Dialectic of Discussion to Bohmian Dialogue: An Ethic for Seriously Playing Together -- The Serious Play of (Re)Signification -- Socratic Dialogue as (a) Serious Play -- Act 2: The Programme for (a) "Serious Play": A Primer for Playing Along -- Who Is Playing (or Played)?.

Rules for (a) Serious Play -- Act 3: "Two Science Educators Walk into a Bar": A Socratic Dialogue on Multicultural Science Education -- Act 4: Playing Out the (Re)Production of Knowledge -- When (Re)Signifying Is Signifying Again Rather Than Anew -- What Continues to (Not) Be at Play? Possibilities for Further Dialogue Through the Play of (Re)Signification -- Epilogue to (a) "Serious Play": A Call for Further Serious Play Through Dialogue -- References -- 4 Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique) -- The Subject of Critique: My Relation to Critique in/of Science Education -- The Optics of Critique: Why the Optical Configurations We (Metaphorically) Deploy Matter -- Critical and Complicit (Mis)Readings of the Optics of Critique: Science Education Under Erasure -- Mirror upon Mirrors: Matters of Fact, Matters of Fiction, and Science Education -- Foucault's Prismatic Critique: Proximal and Dispersive Critical Relationality -- Baradian Diffraction: Including the Critical Apparatus in the Production of Critique -- Conclusion: Re(Con)Figuring Critique in Science Education -- References -- Arc III Tinkering with Ontology with/in the Multicultural Science Education Debate -- 5 Tinkering with/in the Multicultural Science Education Debate: Towards Positing An(Other) Ontology -- A Preamble on Tinkering: Derrida on the Porous Dichotomy Between Bricolage and Engineering -- Having and Being Had by "Common Sense" During a Science Education Project in Nunavut -- Tinkering with/in "Common Sense," Ontology and the Multicultural Science Education Debate -- Epistemic Realism and/as "Common Sense?" Ontological Situatedness and/in the Multicultural Science Education Debate -- From Ontological Alignment to Positing an Ontology in Science Education.

Why Positing an Ontology Matters: Towards Accountability for How Reality Is Understood -- Positing An(Other-Than-Cartesian) Ontology: Towards Ontological Pluralism in Science Education -- Conclusion: Positing an Ontology as an Ethical Call -- References -- 6 Positing Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin -- Pathways of Chance: Encountering Dr. Frédérique Apffel-Marglin -- Tinkering with/in Expert Interview: De/Signing Research Methodology -- Before: Tinkering with/in Expert Interview Content -- During: Expert Interview Tinkering with/in Itself -- After: Tinkering with/in Expert Interview (Re)Presentation -- Diffracting an Interview with Dr. Frédérique Apffel-Marglin: On the (Re)Production and Operationalization of Cartesianism and What It Produces -- First Cut: Dr. Frédérique Apffel-Marglin on Nature/Culture -- First Cut-Nature/Culture and the Multicultural Science Education Debate -- Second Cut: Dr. Frédérique Apffel-Marglin on Descartes, Boyle, and Newton -- Second Cut: Descartes, Boyle, Newton, and the Multicultural Science Education Debate -- Third Cut: Dr. Frédérique Apffel-Marglin on the Enclosure, the Double-Sided Ledger, and the Laboratory -- Third Cut: The Enclosure, the Double-Sided Ledger, the Laboratory, and the Multicultural Science Education Debate -- Fourth Cut: Dr. Frédérique Apffel-Marglin on the Modest Witness, When One Truth Becomes Two, and the Thirty Years' War -- Fourth Cut: The Modest Witness, When One Truth Becomes Two, the Thirty Years' War, and the Multicultural Science Education Debate -- Conclusion: Positing, Accounting for and Being Accountable to an Ontology in Science Education -- References -- Arc IV Towards a Curriculum for Indigenous Science To-Come -- 7 Response-ability Revisited: Towards Re(con)figuring Scientific Literacy.

Revisiting Response-Ability at the Cultural Interface -- Considering Methodologies and Pedagogies for/at the Cultural Interface -- The Homework of Response-Ability Revisited: Towards a Reconstructive Response -- Science Curriculum and Response-Ability: Re(Con)Figuring Scientific Literacy -- Response-Ability as Ongoing Rupturing: Scientific Literacy as Central yet Uncertain -- Response-Ability as the Iterative Reworking of Im/Possibility: Karen Barad's Shift from Scientific Literacy to Agential Literacy -- Response-Ability as the Cross-Cutting of Topological Re(con)figuring: Gregory Cajete's Indigenous Ways-of-Knowing-in-Being and Science Curriculum as All my Relations -- Response-Ability as Putting to Work Points of Resonance: (Re)Thinking Scientific Literacy at the Cultural Interface -- Conclusion: Response-Able Design as a Hospitable Move Towards Indigenous Science to-Come -- References -- 8 Towards Being Wounded by Thought: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education -- Summary of the Argument so Far (For Readers in a Hurry…)3: Mapping Pathways Travelled upon and Those (yet-)to-Come -- Chapter 1: Unsettling Metaphysics in Science Education -- Chapter 2: The Homework of Response-Ability in Science Education -- Chapter 3: Serious Play: Inflecting the Multicultural Science Education Debate Through and for (Socratic) Dialogue -- Chapter 4: Mirrors, Prisms, and Diffraction Gratings: Placing the Optics of the Critical Gaze in Science Education Under Erasure (After the Critique of Critique) -- Chapter 5: Tinkering with/in the Multicultural Science Education Debate: Towards Positing an(Other) Ontology -- Chapter 6: Positing Cartesianism as an Ontology Within Science Education: Towards a More Response-Able Inheritance with Dr. Frédérique Apffel-Marglin.

Chapter 7: Response-Ability Revisited: Towards Re(con)figuring Scientific Literacy -- An Open-Ended Conclusion: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education -- References -- Index.