Reimagining Science Education in the Anthropocene.
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Superior document: | Palgrave Studies in Education and the Environment Series |
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2021. ©2022. |
Year of Publication: | 2021 |
Edition: | 1st ed. |
Language: | English |
Series: | Palgrave Studies in Education and the Environment Series
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Physical Description: | 1 online resource (377 pages) |
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Wallace, Maria F. G. Reimagining Science Education in the Anthropocene. 1st ed. Cham : Springer International Publishing AG, 2021. ©2022. 1 online resource (377 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Palgrave Studies in Education and the Environment Series Intro -- Praise for Reimagining Science Education in the Anthropocene -- Contents -- Notes on Contributors -- List of Figures -- 1 Introduction -- Part I: Kinship, Magic, and the Unthinkable -- Part II: Decolonizing Anthropocene(s) -- Part III: Politics and Political Reverberations -- Part IV: A Science Education for a World-Yet-to-Come -- Part V: Complicated Conversations -- References -- Part I Kinship, Magic, and the Unthinkable -- 2 "Trees Don't Sing! … Eagle Feather Has no Power!"-Be Wary of the Potential Numbing Effects of School Science -- Introduction -- Conversation 1 -- Conversation 2 -- Conversation 3 -- As a Student of Science -- Encountering Living Water: A Turning Point in My Science Learning Journey -- As a Teacher of Science/ a Science Educator -- Science Education as a Healing and Restorative Experience -- Teaching Science as Humanities and as Narrative Knowing -- Restoring the Centrality of the Arts/Aesthetics in (Science) Education -- Conclusion -- References -- 3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- Seeing the Unseeable -- Apparent Horizons: Cosmological Shifts, Pedagogical Resituation -- Messages to Humanity: From Earthrise to Pōwehi -- Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability -- References -- 4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction -- Education and Catastrophe -- Education and Sociobiology -- Education and Post-genomics -- Reconceptualizing I.Q. -- "We Know Better Now" -- References -- 5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- Writing Beyond Findings -- A Case for Anarchival Writing -- Live Science -- Magical Realism: A Guide -- References -- 6 Fire as Unruly Kin: Curriculum Silences and Human Responses -- Introduction. Unruly Kin: Fire, Human Evolution, and the Pyrocene -- Indigenous Fire Stewardship -- Fire and the Australian Curriculum -- Pyro-Pedagogies of Becoming-With -- Conclusion -- References -- Part II Decolonizing Anthropocene(s) -- 7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Troubling Shared Identity as a Settler Move to Innocence -- Turtle Island: A Haudenosaunee Creation Story -- Unpacking Everyday (Neo-)Colonialisms -- Indigenous Erasures: Supersessionism and Scientific Origin Stories -- Indigenous Erasures: The Genographic Project -- Conclusion -- References -- 8 Decolonizing Healing Through Indigenous Ways of Knowing -- A Path of Decolonizing Healing Through Learning from the Land -- Learning and Healing from the Land -- Building on Strengths of Relationships -- Relationship with Self -- Relationships with the Community -- Relationships with the More-Than-Human -- Relationships with the Land -- Building Healing Through Learning -- Healing Through Learning About Self -- Healing Through Learning About Community -- Healing Through Learning About the More-Than-Human -- Healing Through Learning About the Land -- Honouring the Journey -- References -- 9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living -- References -- 10 The Salt of the Earth (Inspired by Cherokee Creation Story) -- DuSable and Son's Personal Legend -- The Fate of Selu and Wild Boy -- Secrets of the Hunt: An Exchange of Cultures -- The Second City -- References -- Part III Politics and Political Reverberations -- 11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens -- The Anthropocene, Spatial Reality, Maps, and Death -- Maps Form Reality in (Un)Just Ways. Spatial Justice in Mathematics/Statistics Education -- Spatial Justice and Data in the Context of Charlotte, North Carolina -- Discussion -- Reflections -- References -- 12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- Anthropocene and the Global South -- Environment-Development-Technoscience: Debates in India -- Educational Discourse on Development and Environment -- Students' Values and Aspirations -- Concluding Thoughts -- References -- 13 Rethinking Historical Approaches for Science Education in the Anthropocene -- Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation -- Going Deeper: A Short Case in the History of Botany -- When Anthropocene and History of Science Meet: Some Insights for Science Education -- References -- 14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science -- Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes? -- Giani Clay (Student, George Washington High School): -- Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools): -- Tomasz Rajski (Teacher, Hubbard High School): -- Mindy Chappell (Teacher, North-Grand High School): -- Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago): -- Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing? -- Adilene Aguilera (Teacher, George Washington High School): -- Tomasz: -- Alejandra: -- Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues? -- Delani Lopez (Student, North-Grand High School): -- Mindy: -- Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO): -- Daniel: -- Conclusion -- References. Part IV Science Education for a World-Yet-to-Come -- 15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- Effectiveness, Agency, and the Anthropocene -- A Molten, More-than-Human World -- The Cost of Water -- Implications for Science Education -- Listening to the Water and the People -- References -- 16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- Introduction -- The Anthropocene -- Seeing Science and the Anthropocene Differently -- Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out -- Reading "Between the Lines" -- References -- 17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- Scientific Imaginaries and Science Education in the Capitalocene -- From Clockwork to Complexity: (Re)Connecting Science and Fiction -- Why Comics/Graphic Novels? -- Why Watchmen? -- The Sciences of Watchmen -- Simultaneity: The Message in Watchmen's (1987) Medium -- Adapting Simultaneity and Science in Watchmen (2009 and Beyond) -- References -- 18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies -- Colombia, Year 2050... -- The Beginnings of Our Journey -- Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy -- Transformative Learning and Care-Oriented Practices in Science Education -- Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation -- References -- Part V Complicated Conversations -- 19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- References. 21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- Using and Troubling the Anthropocene -- Situating and (Re)Committing to Deconstruction at the Ontological Turn: "What if Culture Was Nature All Along?" (Kirby, 2017) -- Critical Consequences: Critique After the Critique and Subject of Critique -- Response-Ability and/at the Anthropocene -- References -- 22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- References -- 23 Conclusion: Another Complicated Conversation -- What Remains to Be Done? -- References -- Correction to: Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Correction to: Chapter 7 in: M. F.G. Wallace et al. (eds.), Reimagining Science Education in the Anthropocene, Palgrave Studies in Education and the Environment, https://doi.org/10.1007/978-3-030-79622-87 -- Index. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Bazzul, Jesse. Higgins, Marc. Tolbert, Sara. Print version: Wallace, Maria F. G. Reimagining Science Education in the Anthropocene Cham : Springer International Publishing AG,c2021 9783030796211 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6824245 Click to View |
language |
English |
format |
eBook |
author |
Wallace, Maria F. G. |
spellingShingle |
Wallace, Maria F. G. Reimagining Science Education in the Anthropocene. Palgrave Studies in Education and the Environment Series Intro -- Praise for Reimagining Science Education in the Anthropocene -- Contents -- Notes on Contributors -- List of Figures -- 1 Introduction -- Part I: Kinship, Magic, and the Unthinkable -- Part II: Decolonizing Anthropocene(s) -- Part III: Politics and Political Reverberations -- Part IV: A Science Education for a World-Yet-to-Come -- Part V: Complicated Conversations -- References -- Part I Kinship, Magic, and the Unthinkable -- 2 "Trees Don't Sing! … Eagle Feather Has no Power!"-Be Wary of the Potential Numbing Effects of School Science -- Introduction -- Conversation 1 -- Conversation 2 -- Conversation 3 -- As a Student of Science -- Encountering Living Water: A Turning Point in My Science Learning Journey -- As a Teacher of Science/ a Science Educator -- Science Education as a Healing and Restorative Experience -- Teaching Science as Humanities and as Narrative Knowing -- Restoring the Centrality of the Arts/Aesthetics in (Science) Education -- Conclusion -- References -- 3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- Seeing the Unseeable -- Apparent Horizons: Cosmological Shifts, Pedagogical Resituation -- Messages to Humanity: From Earthrise to Pōwehi -- Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability -- References -- 4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction -- Education and Catastrophe -- Education and Sociobiology -- Education and Post-genomics -- Reconceptualizing I.Q. -- "We Know Better Now" -- References -- 5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- Writing Beyond Findings -- A Case for Anarchival Writing -- Live Science -- Magical Realism: A Guide -- References -- 6 Fire as Unruly Kin: Curriculum Silences and Human Responses -- Introduction. Unruly Kin: Fire, Human Evolution, and the Pyrocene -- Indigenous Fire Stewardship -- Fire and the Australian Curriculum -- Pyro-Pedagogies of Becoming-With -- Conclusion -- References -- Part II Decolonizing Anthropocene(s) -- 7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Troubling Shared Identity as a Settler Move to Innocence -- Turtle Island: A Haudenosaunee Creation Story -- Unpacking Everyday (Neo-)Colonialisms -- Indigenous Erasures: Supersessionism and Scientific Origin Stories -- Indigenous Erasures: The Genographic Project -- Conclusion -- References -- 8 Decolonizing Healing Through Indigenous Ways of Knowing -- A Path of Decolonizing Healing Through Learning from the Land -- Learning and Healing from the Land -- Building on Strengths of Relationships -- Relationship with Self -- Relationships with the Community -- Relationships with the More-Than-Human -- Relationships with the Land -- Building Healing Through Learning -- Healing Through Learning About Self -- Healing Through Learning About Community -- Healing Through Learning About the More-Than-Human -- Healing Through Learning About the Land -- Honouring the Journey -- References -- 9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living -- References -- 10 The Salt of the Earth (Inspired by Cherokee Creation Story) -- DuSable and Son's Personal Legend -- The Fate of Selu and Wild Boy -- Secrets of the Hunt: An Exchange of Cultures -- The Second City -- References -- Part III Politics and Political Reverberations -- 11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens -- The Anthropocene, Spatial Reality, Maps, and Death -- Maps Form Reality in (Un)Just Ways. Spatial Justice in Mathematics/Statistics Education -- Spatial Justice and Data in the Context of Charlotte, North Carolina -- Discussion -- Reflections -- References -- 12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- Anthropocene and the Global South -- Environment-Development-Technoscience: Debates in India -- Educational Discourse on Development and Environment -- Students' Values and Aspirations -- Concluding Thoughts -- References -- 13 Rethinking Historical Approaches for Science Education in the Anthropocene -- Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation -- Going Deeper: A Short Case in the History of Botany -- When Anthropocene and History of Science Meet: Some Insights for Science Education -- References -- 14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science -- Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes? -- Giani Clay (Student, George Washington High School): -- Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools): -- Tomasz Rajski (Teacher, Hubbard High School): -- Mindy Chappell (Teacher, North-Grand High School): -- Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago): -- Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing? -- Adilene Aguilera (Teacher, George Washington High School): -- Tomasz: -- Alejandra: -- Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues? -- Delani Lopez (Student, North-Grand High School): -- Mindy: -- Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO): -- Daniel: -- Conclusion -- References. Part IV Science Education for a World-Yet-to-Come -- 15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- Effectiveness, Agency, and the Anthropocene -- A Molten, More-than-Human World -- The Cost of Water -- Implications for Science Education -- Listening to the Water and the People -- References -- 16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- Introduction -- The Anthropocene -- Seeing Science and the Anthropocene Differently -- Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out -- Reading "Between the Lines" -- References -- 17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- Scientific Imaginaries and Science Education in the Capitalocene -- From Clockwork to Complexity: (Re)Connecting Science and Fiction -- Why Comics/Graphic Novels? -- Why Watchmen? -- The Sciences of Watchmen -- Simultaneity: The Message in Watchmen's (1987) Medium -- Adapting Simultaneity and Science in Watchmen (2009 and Beyond) -- References -- 18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies -- Colombia, Year 2050... -- The Beginnings of Our Journey -- Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy -- Transformative Learning and Care-Oriented Practices in Science Education -- Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation -- References -- Part V Complicated Conversations -- 19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- References. 21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- Using and Troubling the Anthropocene -- Situating and (Re)Committing to Deconstruction at the Ontological Turn: "What if Culture Was Nature All Along?" (Kirby, 2017) -- Critical Consequences: Critique After the Critique and Subject of Critique -- Response-Ability and/at the Anthropocene -- References -- 22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- References -- 23 Conclusion: Another Complicated Conversation -- What Remains to Be Done? -- References -- Correction to: Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Correction to: Chapter 7 in: M. F.G. Wallace et al. (eds.), Reimagining Science Education in the Anthropocene, Palgrave Studies in Education and the Environment, https://doi.org/10.1007/978-3-030-79622-87 -- Index. |
author_facet |
Wallace, Maria F. G. Bazzul, Jesse. Higgins, Marc. Tolbert, Sara. |
author_variant |
m f g w mfg mfgw |
author2 |
Bazzul, Jesse. Higgins, Marc. Tolbert, Sara. |
author2_variant |
j b jb m h mh s t st |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Wallace, Maria F. G. |
title |
Reimagining Science Education in the Anthropocene. |
title_full |
Reimagining Science Education in the Anthropocene. |
title_fullStr |
Reimagining Science Education in the Anthropocene. |
title_full_unstemmed |
Reimagining Science Education in the Anthropocene. |
title_auth |
Reimagining Science Education in the Anthropocene. |
title_new |
Reimagining Science Education in the Anthropocene. |
title_sort |
reimagining science education in the anthropocene. |
series |
Palgrave Studies in Education and the Environment Series |
series2 |
Palgrave Studies in Education and the Environment Series |
publisher |
Springer International Publishing AG, |
publishDate |
2021 |
physical |
1 online resource (377 pages) |
edition |
1st ed. |
contents |
Intro -- Praise for Reimagining Science Education in the Anthropocene -- Contents -- Notes on Contributors -- List of Figures -- 1 Introduction -- Part I: Kinship, Magic, and the Unthinkable -- Part II: Decolonizing Anthropocene(s) -- Part III: Politics and Political Reverberations -- Part IV: A Science Education for a World-Yet-to-Come -- Part V: Complicated Conversations -- References -- Part I Kinship, Magic, and the Unthinkable -- 2 "Trees Don't Sing! … Eagle Feather Has no Power!"-Be Wary of the Potential Numbing Effects of School Science -- Introduction -- Conversation 1 -- Conversation 2 -- Conversation 3 -- As a Student of Science -- Encountering Living Water: A Turning Point in My Science Learning Journey -- As a Teacher of Science/ a Science Educator -- Science Education as a Healing and Restorative Experience -- Teaching Science as Humanities and as Narrative Knowing -- Restoring the Centrality of the Arts/Aesthetics in (Science) Education -- Conclusion -- References -- 3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- Seeing the Unseeable -- Apparent Horizons: Cosmological Shifts, Pedagogical Resituation -- Messages to Humanity: From Earthrise to Pōwehi -- Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability -- References -- 4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction -- Education and Catastrophe -- Education and Sociobiology -- Education and Post-genomics -- Reconceptualizing I.Q. -- "We Know Better Now" -- References -- 5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- Writing Beyond Findings -- A Case for Anarchival Writing -- Live Science -- Magical Realism: A Guide -- References -- 6 Fire as Unruly Kin: Curriculum Silences and Human Responses -- Introduction. Unruly Kin: Fire, Human Evolution, and the Pyrocene -- Indigenous Fire Stewardship -- Fire and the Australian Curriculum -- Pyro-Pedagogies of Becoming-With -- Conclusion -- References -- Part II Decolonizing Anthropocene(s) -- 7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Troubling Shared Identity as a Settler Move to Innocence -- Turtle Island: A Haudenosaunee Creation Story -- Unpacking Everyday (Neo-)Colonialisms -- Indigenous Erasures: Supersessionism and Scientific Origin Stories -- Indigenous Erasures: The Genographic Project -- Conclusion -- References -- 8 Decolonizing Healing Through Indigenous Ways of Knowing -- A Path of Decolonizing Healing Through Learning from the Land -- Learning and Healing from the Land -- Building on Strengths of Relationships -- Relationship with Self -- Relationships with the Community -- Relationships with the More-Than-Human -- Relationships with the Land -- Building Healing Through Learning -- Healing Through Learning About Self -- Healing Through Learning About Community -- Healing Through Learning About the More-Than-Human -- Healing Through Learning About the Land -- Honouring the Journey -- References -- 9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living -- References -- 10 The Salt of the Earth (Inspired by Cherokee Creation Story) -- DuSable and Son's Personal Legend -- The Fate of Selu and Wild Boy -- Secrets of the Hunt: An Exchange of Cultures -- The Second City -- References -- Part III Politics and Political Reverberations -- 11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens -- The Anthropocene, Spatial Reality, Maps, and Death -- Maps Form Reality in (Un)Just Ways. Spatial Justice in Mathematics/Statistics Education -- Spatial Justice and Data in the Context of Charlotte, North Carolina -- Discussion -- Reflections -- References -- 12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- Anthropocene and the Global South -- Environment-Development-Technoscience: Debates in India -- Educational Discourse on Development and Environment -- Students' Values and Aspirations -- Concluding Thoughts -- References -- 13 Rethinking Historical Approaches for Science Education in the Anthropocene -- Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation -- Going Deeper: A Short Case in the History of Botany -- When Anthropocene and History of Science Meet: Some Insights for Science Education -- References -- 14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science -- Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes? -- Giani Clay (Student, George Washington High School): -- Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools): -- Tomasz Rajski (Teacher, Hubbard High School): -- Mindy Chappell (Teacher, North-Grand High School): -- Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago): -- Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing? -- Adilene Aguilera (Teacher, George Washington High School): -- Tomasz: -- Alejandra: -- Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues? -- Delani Lopez (Student, North-Grand High School): -- Mindy: -- Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO): -- Daniel: -- Conclusion -- References. Part IV Science Education for a World-Yet-to-Come -- 15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- Effectiveness, Agency, and the Anthropocene -- A Molten, More-than-Human World -- The Cost of Water -- Implications for Science Education -- Listening to the Water and the People -- References -- 16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- Introduction -- The Anthropocene -- Seeing Science and the Anthropocene Differently -- Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out -- Reading "Between the Lines" -- References -- 17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- Scientific Imaginaries and Science Education in the Capitalocene -- From Clockwork to Complexity: (Re)Connecting Science and Fiction -- Why Comics/Graphic Novels? -- Why Watchmen? -- The Sciences of Watchmen -- Simultaneity: The Message in Watchmen's (1987) Medium -- Adapting Simultaneity and Science in Watchmen (2009 and Beyond) -- References -- 18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies -- Colombia, Year 2050... -- The Beginnings of Our Journey -- Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy -- Transformative Learning and Care-Oriented Practices in Science Education -- Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation -- References -- Part V Complicated Conversations -- 19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- References. 21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- Using and Troubling the Anthropocene -- Situating and (Re)Committing to Deconstruction at the Ontological Turn: "What if Culture Was Nature All Along?" (Kirby, 2017) -- Critical Consequences: Critique After the Critique and Subject of Critique -- Response-Ability and/at the Anthropocene -- References -- 22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- References -- 23 Conclusion: Another Complicated Conversation -- What Remains to Be Done? -- References -- Correction to: Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Correction to: Chapter 7 in: M. F.G. Wallace et al. (eds.), Reimagining Science Education in the Anthropocene, Palgrave Studies in Education and the Environment, https://doi.org/10.1007/978-3-030-79622-87 -- Index. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>11507nam a22004933i 4500</leader><controlfield tag="001">5006824245</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073845.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2021 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783030796228</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9783030796211</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5006824245</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL6824245</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1290020459</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">Q181-183.4</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">507.1</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Wallace, Maria F. G.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Reimagining Science Education in the Anthropocene.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cham :</subfield><subfield code="b">Springer International Publishing AG,</subfield><subfield code="c">2021.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2022.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (377 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Palgrave Studies in Education and the Environment Series</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Praise for Reimagining Science Education in the Anthropocene -- Contents -- Notes on Contributors -- List of Figures -- 1 Introduction -- Part I: Kinship, Magic, and the Unthinkable -- Part II: Decolonizing Anthropocene(s) -- Part III: Politics and Political Reverberations -- Part IV: A Science Education for a World-Yet-to-Come -- Part V: Complicated Conversations -- References -- Part I Kinship, Magic, and the Unthinkable -- 2 "Trees Don't Sing! … Eagle Feather Has no Power!"-Be Wary of the Potential Numbing Effects of School Science -- Introduction -- Conversation 1 -- Conversation 2 -- Conversation 3 -- As a Student of Science -- Encountering Living Water: A Turning Point in My Science Learning Journey -- As a Teacher of Science/ a Science Educator -- Science Education as a Healing and Restorative Experience -- Teaching Science as Humanities and as Narrative Knowing -- Restoring the Centrality of the Arts/Aesthetics in (Science) Education -- Conclusion -- References -- 3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- Seeing the Unseeable -- Apparent Horizons: Cosmological Shifts, Pedagogical Resituation -- Messages to Humanity: From Earthrise to Pōwehi -- Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability -- References -- 4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction -- Education and Catastrophe -- Education and Sociobiology -- Education and Post-genomics -- Reconceptualizing I.Q. -- "We Know Better Now" -- References -- 5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- Writing Beyond Findings -- A Case for Anarchival Writing -- Live Science -- Magical Realism: A Guide -- References -- 6 Fire as Unruly Kin: Curriculum Silences and Human Responses -- Introduction.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Unruly Kin: Fire, Human Evolution, and the Pyrocene -- Indigenous Fire Stewardship -- Fire and the Australian Curriculum -- Pyro-Pedagogies of Becoming-With -- Conclusion -- References -- Part II Decolonizing Anthropocene(s) -- 7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Troubling Shared Identity as a Settler Move to Innocence -- Turtle Island: A Haudenosaunee Creation Story -- Unpacking Everyday (Neo-)Colonialisms -- Indigenous Erasures: Supersessionism and Scientific Origin Stories -- Indigenous Erasures: The Genographic Project -- Conclusion -- References -- 8 Decolonizing Healing Through Indigenous Ways of Knowing -- A Path of Decolonizing Healing Through Learning from the Land -- Learning and Healing from the Land -- Building on Strengths of Relationships -- Relationship with Self -- Relationships with the Community -- Relationships with the More-Than-Human -- Relationships with the Land -- Building Healing Through Learning -- Healing Through Learning About Self -- Healing Through Learning About Community -- Healing Through Learning About the More-Than-Human -- Healing Through Learning About the Land -- Honouring the Journey -- References -- 9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living -- References -- 10 The Salt of the Earth (Inspired by Cherokee Creation Story) -- DuSable and Son's Personal Legend -- The Fate of Selu and Wild Boy -- Secrets of the Hunt: An Exchange of Cultures -- The Second City -- References -- Part III Politics and Political Reverberations -- 11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens -- The Anthropocene, Spatial Reality, Maps, and Death -- Maps Form Reality in (Un)Just Ways.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Spatial Justice in Mathematics/Statistics Education -- Spatial Justice and Data in the Context of Charlotte, North Carolina -- Discussion -- Reflections -- References -- 12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- Anthropocene and the Global South -- Environment-Development-Technoscience: Debates in India -- Educational Discourse on Development and Environment -- Students' Values and Aspirations -- Concluding Thoughts -- References -- 13 Rethinking Historical Approaches for Science Education in the Anthropocene -- Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation -- Going Deeper: A Short Case in the History of Botany -- When Anthropocene and History of Science Meet: Some Insights for Science Education -- References -- 14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science -- Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes? -- Giani Clay (Student, George Washington High School): -- Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools): -- Tomasz Rajski (Teacher, Hubbard High School): -- Mindy Chappell (Teacher, North-Grand High School): -- Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago): -- Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing? -- Adilene Aguilera (Teacher, George Washington High School): -- Tomasz: -- Alejandra: -- Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues? -- Delani Lopez (Student, North-Grand High School): -- Mindy: -- Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO): -- Daniel: -- Conclusion -- References.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Part IV Science Education for a World-Yet-to-Come -- 15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- Effectiveness, Agency, and the Anthropocene -- A Molten, More-than-Human World -- The Cost of Water -- Implications for Science Education -- Listening to the Water and the People -- References -- 16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- Introduction -- The Anthropocene -- Seeing Science and the Anthropocene Differently -- Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out -- Reading "Between the Lines" -- References -- 17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- Scientific Imaginaries and Science Education in the Capitalocene -- From Clockwork to Complexity: (Re)Connecting Science and Fiction -- Why Comics/Graphic Novels? -- Why Watchmen? -- The Sciences of Watchmen -- Simultaneity: The Message in Watchmen's (1987) Medium -- Adapting Simultaneity and Science in Watchmen (2009 and Beyond) -- References -- 18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies -- Colombia, Year 2050... -- The Beginnings of Our Journey -- Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy -- Transformative Learning and Care-Oriented Practices in Science Education -- Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation -- References -- Part V Complicated Conversations -- 19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- References.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- Using and Troubling the Anthropocene -- Situating and (Re)Committing to Deconstruction at the Ontological Turn: "What if Culture Was Nature All Along?" (Kirby, 2017) -- Critical Consequences: Critique After the Critique and Subject of Critique -- Response-Ability and/at the Anthropocene -- References -- 22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- References -- 23 Conclusion: Another Complicated Conversation -- What Remains to Be Done? -- References -- Correction to: Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear -- Correction to: Chapter 7 in: M. F.G. Wallace et al. (eds.), Reimagining Science Education in the Anthropocene, Palgrave Studies in Education and the Environment, https://doi.org/10.1007/978-3-030-79622-87 -- Index.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bazzul, Jesse.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Higgins, Marc.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Tolbert, Sara.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Wallace, Maria F. G.</subfield><subfield code="t">Reimagining Science Education in the Anthropocene</subfield><subfield code="d">Cham : Springer International Publishing AG,c2021</subfield><subfield code="z">9783030796211</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Palgrave Studies in Education and the Environment Series</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6824245</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |