De-signing Science Education in the Anthropocene

Session Type: Symposium

Abstract

As it is becoming more obvious that science education is ill-equipped to respond to the inequalities and differential effects of the Anthropocene, this symposia asks how might science education be reimagined accordingly? Drawing from transdisciplinary perspectives, the problematic inheritances of science education are worked against to interrupt the ways in which a science education-as-usual works to reproduce the same practices, knowledges, and relationships which purposefully ignore complicities in the endangerment of biodiversity and the further marginalization of communities of colour. Rather there is a move beyond: towards a collective and creative transforming of the norms and practices of responsiveness to the uneven ways in which human and other-than-human communities are impacted within the geologic times many call the Anthropocene.

Sub Unit

• SIG-Critical Issues in Curriculum and Cultural Studies

Chairs

• Maria Ferris Greene Wallace, University of Southern Mississippi

• Sara E. Tolbert, Te Whare Wānanga o Waitaha University of Canterbury

Papers

• Curriculum Beyond Apocalypse - Matthew Weinstein, University of Washington - Tacoma

• The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens - Travis Weiland, University of Houston

• A Radical Science Education: The Entangled Histories of Sociobiology, Post-Genomics, and Science Fiction - Chessa Adsit-Morris, University of California - Santa Cruz

Discussant

• Kathryn Lewkowicz Kirchgasler, University of Wisconsin - Madison