Disrupting the Dominant Paradigm: Science Learning as Identity Formation, Community Action, and Transformation Toward a More Socially and Environmentally Just World

• In Event: Roundtable Session 54

Session Submission Type: Roundtable Session

Abstract

This session brings together scholars from multiple institutions doing work in informal and formal contexts to discuss how learning is embedded in issues of place, identity and culture. They present findings and implications for how science is taught and what counts as knowledge through investigations of indigenous knowledge, cross-cultural collaborative learning, and examining the importance of involving community in educational experiences that empower students to enact change. Participants will speak to the various challenges in transforming education in ways that address social and environmental justice by explicitly attending to issues of culture, identity and place.

Sub Unit

• Division B - Curriculum Studies / Section 4: Ecological Justice and Critical Geography

Chair

• Heidi Carlone, University of North Carolina - Greensboro

Papers

• The Role of Community in Becoming Science Experts - Edna Tan, University of North Carolina at Greensboro

• My Place in Puget Sound: Exploring the Intersection of Ocean Science, Personal Values, and Personally Relevant Environmental Action - Blakely K. Tsurusaki, University of Washington; Carrie T. Tzou, University of Washington - Bothell

• Environmental Education in the Era of a Changing Climate - Sameer Honwad, University of Pennsylvania

• “We Know From Our Elders There Are Spirits in There [River]”: Reconstructing Science Education Toward Lived Survivance, Sovereignty, and Sustainability - Megan Bang, University of Washington