A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power
DOI:
https://doi.org/10.28976/1984-2686rbpec20171731061Keywords:
Socio-scientific Issues, Decolonialism, Ethical Fashion, Pre-service Teacher Education.Abstract
Decolonialism as a politically engaged endeavour interrogating enduring colonial knowledge production is essential to any discussion of global injustices including those that sociocultural approaches to science education seek to challenge and ameliorate. This paper describes a decolonial moment in my own science teaching to undergraduate primary (elementary) preservice teachers around a socioscientific issue of Ethical Clothing/Fashion. The decolonial moment consists of a semiotically guided reading of some of fashion designer Vivienne Westwood’s promotional photographs for The Ethical Fashion Initiative (EFI), a development project in Kenya. Through this reading, differing social and power relations emerge than probably intended, aimed at unsettling the Eurocentric colonial discourses that many students carry with them into the classroom. The paper concludes with a review of both my own, and the pre-service teachers’ reflections on our learning.
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References
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Faulkner, J., & Crowhurst, M. (2014). So far multicultural that she is racist to Australians: Discomfort as a pedagogy for change. Pedagogy, Culture and Society, 22(3), 389–403.
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Gorski, P. (2008). Good intentions are not enough: A decolonizing intercultural education. Intercultural Education, 19(6), 515–525, doi:10.1080/14675980802568319
Grooms, J., Sampson, V., & Golden, B. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412–1433.
Gross, Z. (2015). (De)Constructing whiteness, power, and ‘others’ with access: International development and transnational interracial intimacies in East Africa. Critical Race and Whiteness Studies, 11(1), 1–19.
Harding, S. (2016). Latin American decolonial social studies of scientific knowledge: Alliances and tensions. Science, Technology & Human Values, 41(6), 1063–1087.
Harris Tweed (n.d.). Harris Tweed. Retrieved from https://www.harristweed.org/wpcontent/uploads/hta_guidelines_en.pdf
Holt, B. (2017). Theresa May rewears her lucky Vivienne Westwood suit to deliver key Brexit speech. Retrieved from http://www.telegraph.co.uk/fashion/people/theresa-may-rewears-lucky-vivienne-westwood-suit-deliver-key/
Jazeel, T. (2017). Mainstreaming geography’s decolonial imperative. Transactions, 42(3), 334–337. doi:10.1111/tran.12200
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Kimmerer R.W. (2012). Searching for synergy: Integrating traditional and scientific ecological knowledge in environmental science education. Journal of Environmental Studies and Sciences, 2(4), 317–323.
LaBoskey, V. (2007). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. Hamilton, V. LaBoskey, & T. Russell (Eds.). International Handbook of Self-study of Teaching and Teacher Education Practices (Part One) (pp. 817–869), Dordrecht: Springer.
Legg, S. (2017). Decolonialism. Transactions, 42(3), 345–348. doi:10.1111/tran.12203.
Levinson, R. (2006). Teachers’ perceptions of the role of evidence in teaching controversial socio-scientific issues. The Curriculum Journal, 17(3), 247–262.
Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69–119.
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2017-12-20
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Carter, L. (2017). A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power. Brazilian Journal of Research in Science Education, 17(3), 1061–1085. https://doi.org/10.28976/1984-2686rbpec20171731061
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