Turning the focus from 'other' to science education: Exploring the invisibility of whiteness
This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in...
| Published in: | Cultural Studies of Science Education |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
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Springer
2009
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| Online Access: | http://hdl.handle.net/10072/30293 https://doi.org/10.1007/s11422-009-9184-7 |
| Summary: | This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in Western science education specific attention is given to the positions of power that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world (i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad's story, the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical ways of resisting oppression. Arts, Education & Law Group, School of Education and Professional Studies No Full Text |
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