Derrida, Science Education, and Multivoiced Writing Across the Epistemological Divide

• In Event: Roundtable Session 111
  In Roundtable Session: Science, Engineering, and Technology: Changing the Way We Teach and Learn in the Classroom

Abstract

Epistemological and methodological certainty grounded in philosophical orthodoxy hinders the ability of education research to solve some of the educational challenges confronting schools today. Rather that embracing these certainties, we propose that there may be value in an alternate path that embraces uncertainty. Using Jacques Derrida’s concept of undecidability, or the opposition to binary opposites, we attempt to destabilize and de-center a few key methodological and conceptual binaries common in today’s research in science education. Using a method of multivocal/multitexual writing as a way to keep multiple perspectives in play we attempt to de-center three binary oppositions present in our research on developing a model of language-rich science inquiry with English Learners: scientific thought/everyday thought; academic language/everyday language; and English/Spanish.

Authors

• Cory A. Buxton, University of Georgia - Athens

• Ajay Sharma, University of Georgia

• Martha A. Allexsaht-Snider, University of Georgia