This edited volume provides theory-based accounts, often with practical examples, of how educators from various jurisdictions in elementary, secondary, and tertiary formal education contexts, as well as community-based situations, have helped students critically evaluate the relationships among science, technology (STEM), society, and the environment. The goal is to develop and implement personal and sociopolitical actions to address concerns. Collectively, the perspectives and examples in the chapters form an expanding Foucauldian dispositif countering hegemonic mechanisms that favor a few elites at the expense of the wellbeing of most other living and nonliving things. Many accounts draw on the STEPWISE project, illustrating how (a)biotic and symbolic actants have been progressively assembled to promote more critical and altruistic citizenship.

Adds to the well-established 'STEPWISE' curriculum and pedagogical approach Promotes critical and altruistic citizenship through science education Represents a mechanism to counter harmful personal, social and/or environmental effects of powerful networks

Autorentext

John Lawrence (Larry) Bencze (PhD, MSc, BSc, BEd) is an Associate Professor Emeritus in Science Education at the University of Toronto, Canada (1998-present). Prior to this role, he worked for fifteen years as a science teacher and as a science education consultant in Ontario, Canada. His research programme emphasizes critical analyses drawing on history, philosophy, sociology, etc. of science and technology, explicit teaching about problematic power relations and student-led research-informed and negotiated socio-political actions to address personal, social and environmental harms associated with fields of science and technology.

Inhalt

INTRODUCTION. Growing Material-Semiotic Alliances Opposing Harmful Pro-capitalist Dispositifs (J. Lawrence Bencze).- Section A: Civic Actions. 1. Community Members' Food Waste Activism: Complexities of Learning in a Socio-cultural Context (Sadia Rahman, Majd Zouda, Sarah El Halwany, Minja Milanovic, Nurul Hassan & Larry Bencze).- Section B: Addressing Normalized Movements. 2. Addressing Deficits in Normalized Conceptions of STSE Relationships (Larry Bencze).- Science Education for Transformation: Theorizing Vision III Based on Eco-reflexive Bildung and Elaborating on Corresponding Didaktik Models (Jesper Sjöström).- From Acquiescence to Activism: New Stances for Art in Science Education (Sheliza Ibrahim, Dave Del Gobbo, Sarah El Halwany, Majd Zouda, Nurul Hassan, Mirjan Krstovic, Michelly Peixoto & Larry Bencze ).- Section C: Middle Schools. Promoting Middle School Students' Understanding of Sustainability Issues in Science Education by Utilizing Actor Network Maps in the Frame of Research-informed Action Projects (Dimitris Tsoubaris, Georgia Liarakou and Evgenia Flogaiti ).- Conceptions on STSE Issues and Relationships: Toward Activism in Science Education (Majd Zouda, Dimitris Tsoubaris, Sarah El Halwany, Minja Milanovic, Zoya Padamsi, Nadia Qureshi and Larry Bencze).- Section D: Secondary Schools. STEPWISE Cartographies: Student Blueprinting of Socioscientific Issues Using Actor Network Theory and Dispositifs (Dave Del Gobbo, Larry Bencze, Majd Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero and Michelly Peixoto).- Addressing Issues of Equity and Inclusivity through Activist Science Education (Majd Zouda, Sarah El Halwany, Minja Milanovic, Kristen Schaffer, and Larry Bencze).- Connections Between Emotions and Teacher Practice: Implementing an Unconventional Pedagogy on Climate Change (Sarah El Halwany).- 'WISE' Engineering in School Science: Prioritizing Social Justice and Environmental Vitality in Designs (Larry Bencze, Dave DelGobbo, Majd Zouda, Sarah El Halwany, Nurul Hassan, Minja Milanovic and Mirjan Krstovic).- School Science Students Envisaging (A)Biotic Alliances Prioritizing Educated and Researched Values (Larry Bencze, Dave Del Gobbo, Majd Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero and Michelly Peixoto).- Section E: After-school. Cultivating a Critical Stance Toward Technology: An Approach in the Informal STEM Education Context (Jacob Pleasants and Aaron Cavazos ).- Section F: Community College. Implementing STEPWISE Pedagogy in Postsecondary STEM Education to Cultivate Student Agency Towards Ecojustice (Nurul Hassan, Sarah El Halany, Kristen Schaffer, Minja Milanovic, Majd Zouda and Larry Bencze).- Inertial Tensions in Promoting Socio-Political Actions Among Future Technoscience Technicians( Kristen Schaffer, Minja Milanovic, Sarah El Halwany, Nurul Hassan, Majd Zouda and Larry Bencze).- Teaching with Emotion: Mobilizing STEPWISE Through/As Emotive Actant Inside a College Microbiology Laboratory(Sarah El Halwany and Larry Bencze).- Section H: Teacher Development. Meet Me Halfway: Critical Secondary School NoS Resource Development (Nicole Kofman, Majd Zouda, Sarah El Halwany, Dave Del Gobbo, Sheliza Ibrahim, Gonzalo Guerrero and Larry Bencze).- Promoting Students' Social Responsibility and Willingness to Act on Socioscientific Issues: ENACT Project Hyunju Lee.- Addressing Socioscientific Issues through STEM Education: The Case of STEM Coaches (Majd Zouda, Sarah El Halwany, Minja Milanovic and Larry Bencze).- Growing Dispositifs that Promote Science Education for Ecojustice in the Peel District School Board Mirjan Krstovic.- Focus On The Future: The Development, Implementation, and Efficacy of Teachers' Climate Change Professional Development (Travis T. Fuchs, Tom Harding, Sue Roppel and Helen Erickson).- Reflections of a High School Science Teacher: Towards Ecojustice and an Ethic of Care (Tomo Nishizawa).- Section I: Mobilizing STEPWISE.