STSE (Science, Technology, Society and Environment) Education for Civic Action: Tensions in Action Research

• In Event: Science Educations in/against Reactionary Times

Abstract

Civic action is a fundamental concept that improves society on individual and community levels, in various ways, including by challenging social injustice and power relations. Science, Technology, Society and Environment (STSE) education accommodates interrogations of power relations and harms linked to science and technology; however, if issues of power are not addressed in curriculum, they are unlikely to manifest in classroom pedagogy (Hodson, 2003). Thus, Freire’s (1972) emancipatory approach to pedagogy and research, such as participatory action research (PAR), is a method to raise consciousness of power dynamics, and as a means to promote individuals as change agents and produce citizen action. This is further supported by Carr & Kemmis (1986), who argue that truly emancipatory research should be done in collaboration with practitioners. Such emancipatory research may serve as resistances in neoliberal education markets; however, the context in which the research is carried out may concurrently place limitations on resistance. In the North American market economy largely driven by capital and labor, a paradox may lie in feasibility of action research in educational institutions, given constraints such as time, resources and expectations in neoliberal education systems. This paper seeks to explore conditions limiting action research and the role of researchers in critical science education. Based on action research in three science classes (one in UK, two in Canada), we discuss relative merits and tensions arising from action research when researching civic action through science and technology education. Finally, we share implications for action researchers in STSE.

Authors

• Nadia Qureshi, Ontario Institute for Studies in Education, University of Toronto

• Sarah Halwany, OISE, University of Toronto

• Minja Milanovic, Ontario Institute for Studies in Education, University of Toronto

• Zoya Padamsi, Ontario Institute for Studies in Education, University of Toronto

• Madj Zouda, Ontario Institute for Studies in Education, University of Toronto

• John Bencze, Ontario Institute for Studies in Education, University of Toronto