Courageous Pedagogy
Enacting Critical Science Education
A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Curry Stephenson Malott, West Chester University of Pennsylvania.
Published 2013
There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in “doing” critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student’ thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilize this scientific knowledge to empower their own lives. One must ask, “What would this process look like? What would happen to the students?” Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the diffi cult processes that must exist for students to begin to develop transformative notions of the world.
REVIEWS
"Grounded in classroom practice and constructed around powerful theory, by truly merging critical politics with the teaching of science, Andrew Gilbert's Courageous Pedagogy is a breakthrough in critical science education." Wayne Au University of Washington-Bothell
"Gilbert's text pushes me to rethink my own priorities in science education and why we do this work in the first place. Courageous Pedagogy forces the reader to deeply reconsider science education as traditional knowledge acquisition, and instead see the possibility of individual and societal transformations. This work is not only important, it's inspiring." Adam Johnston Weber State University
CONTENTS
Introduction. 1. The Politics of Science and the Science Education Standards. 2. Contextual Issues Surrounding Science Education. 3. Mr. Smith’s Pedagogy—Schooling as Compliance. 4. Mr. Hill’s Pedagogy—Enacting Critical Science Education. 5. Pedagogical choices shaped by beliefs about students—Mr. Smith. 6. Pedagogical choices shaped by beliefs about students—Mr. Hill. 7. Classroom discourse and its associated impact on student identity. 8. Resistance is not futile. 9. Using Transformative Moments to Construct Critical Science Stances. 10. Concluding Thoughts. Postscript. References.
RELATED CATEGORIES
EDUCATION: General
EDUCATION: Leadership
EDUCATION: Research
MORE TITLES IN THIS SERIES
Parental Choice?: A Critical Reconsideration of Choice and the Debate about Choice
Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars
Power, Resistance, and Literacy: Writing for Social Justice
Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action
The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?
Pedagogies of Deveiling: Muslim Girls and the Hijab Discourse
Can Educators Make a Difference?: Experimenting with, and Experiencing, Democracy in Education
Challenging Status Quo Retrenchment: New Directions in Critical Research
Teaching Marx: The Socialist Challenge
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