Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education: Power of Graphic-Textual Illustrations

Canadian Journal of Science, Mathematics and Technology Education - Tập 18 - Trang 257-270 - 2018
Shakhnoza Kayumova1, Wenbo Zhang2, Kathryn Scantlebury3
1[University of Massachusetts Dartmouth, North Dartmouth, USA.]
2Rhode Island School of Design, Providence, USA
3University of Delaware, Newark, USA

Tóm tắt

This paper aims to explicate how equity efforts in STEM education research are inextricably connected with the various ways in which knowledge is constructed and produced, specifically as they relate to researchers’ methods and methodologies. To make (literally) visible how knowledge production may be consequential to equity efforts, the author (re)presents “data” excerpts from a previous study as an assemblage of texts and graphic vignettes, recounting how her research design changed in order to avoid reproducing and reinforcing the very inequities she sought to transform. The authors analyze these graphic-texts through a bricolage of episto-ontological perspectives, drawing from feminist science studies and emerging equity-centered scholarship in STEM education that explicates sociopolitical dimensions of learning. Assemblage of graphic-texts affords some possibilities to (re)configure and (re)present taken-for-granted assumptions about the neutrality of the knowledge-making process, which if not attended, might bear negative material, ethical, and sociopolitical consequences. The authors argue that to move past the societal stereotypes of who can do science or what constitutes as science, a non-hierarchical research paradigm may be necessary to make the invisible visible (e.g., bodily, affective, and sociopolitical dimensions of learning), to recast deficit and to pay attention to epistemic/ontic heterogeneity, and to promote response-ability. In conclusion, the authors implore researchers to (pro)actively question and disrupt traditional, taken-for-granted knowledge-making practices rooted in hierarchical mindsets, which may function to maintain power hierarchies, but also become complicit in reproducing damage-centered discourses about children and youth coming from historically minoritized communities.

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Thông tin xuất bản

Canadian Journal of Science, Mathematics and Technology Education

Tập 18

257-270

Thông tin tác giả