Haunted by (In)Equity: Dilemmas With Inquiry for Social and Environmental Justice

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: Theoretical and Philosophical Dilemmas in Science Learning

Abstract

This research explores equity dilemmas related to inquiry practices inside a science classroom. This research doesn’t discredit inquiry per se. Rather, we hope to contribute to a discussion around temporality of inquiry, and its spectral presence within other pedagogical approaches, with possible implications on equity efforts in science education. In other words, we argue that ways inquiry manifests itself temporally vis-à-vis other approaches in the classroom carry potentialities for (in)equity. We think that one response for equity-minded teachers is to conjure ghosts of inquiry (amongst other progressivist educational agendas) to create doubts in spaces already filled with certainty.

Authors

• Sarah Halwany, University of Calgary

• Minja Milanovic, University of Toronto

• Zoya Padamsi, University of Toronto

• Nadia Qureshi, University of Toronto

• Majd Zouda, Ontario Institute for Studies in Education (OISE), University of Toronto

• John Lawrence Bencze, OISE/University of Toronto