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

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

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Bibliographic Details
Superior document:Palgrave Studies in Educational Futures Series
:
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
Online Access:
Physical Description:1 online resource (379 pages)
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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.

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