Exploring Avenues for Social Justice and Environmental Sustainability Using the Arts in Science Education

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Enhancing Equity and Access in Science Teaching and Teacher Education

Abstract

This paper explores reimagined possibilities for teaching and learning science with possibilities for increasing awareness of social justice and environmental sustainability. This is examined in intersections between art and science, particularly how values inherent to a particular science education framework can be located in art forms and introduced through art. A mixed methods approach led to analyses of values such as: place, skills, power, automation, semiotics, reductionism, World↔Sign, de-punctualization, metacognition, Actor-Network Theory mapping, and dispositifs. Data were collected during weekly meetings of a research collective. This study contributes to studies on science programming that aim to include pedagogy that uphold multiple perspectives and complex ways of knowing.

Authors

• Sheliza Ibrahim, University of Toronto Mississauga

• Dave Del Gobbo, Peel District School

• Sarah El Halwany, ntario Institute for Studies in Education, Toronto OISE

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

• Minja Milanovic, University of Toronto

• Nurul Hassan

• Mirjan Krstovic, Peel District School Board

• John Lawrence Bencze, OISE/University of Toronto