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...
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Online Access: | http://hdl.handle.net/10072/30293 https://doi.org/10.1007/s11422-009-9184-7 |
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ftgriffithuniv:oai:research-repository.griffith.edu.au:10072/30293 2023-05-15T16:16:29+02:00 Turning the focus from 'other' to science education: Exploring the invisibility of whiteness Sammel, Alison 2009 http://hdl.handle.net/10072/30293 https://doi.org/10.1007/s11422-009-9184-7 English en_AU eng Springer Cultural Studies of Science Education Science Technology and Engineering Curriculum and Pedagogy Journal article 2009 ftgriffithuniv https://doi.org/10.1007/s11422-009-9184-7 2018-07-30T10:19:07Z 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 Article in Journal/Newspaper First Nations Griffith University: Griffith Research Online Cultural Studies of Science Education 4 3 649 656 |
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Open Polar |
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Griffith University: Griffith Research Online |
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ftgriffithuniv |
language |
English |
topic |
Science Technology and Engineering Curriculum and Pedagogy |
spellingShingle |
Science Technology and Engineering Curriculum and Pedagogy Sammel, Alison Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
topic_facet |
Science Technology and Engineering Curriculum and Pedagogy |
description |
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 |
format |
Article in Journal/Newspaper |
author |
Sammel, Alison |
author_facet |
Sammel, Alison |
author_sort |
Sammel, Alison |
title |
Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
title_short |
Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
title_full |
Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
title_fullStr |
Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
title_full_unstemmed |
Turning the focus from 'other' to science education: Exploring the invisibility of whiteness |
title_sort |
turning the focus from 'other' to science education: exploring the invisibility of whiteness |
publisher |
Springer |
publishDate |
2009 |
url |
http://hdl.handle.net/10072/30293 https://doi.org/10.1007/s11422-009-9184-7 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Cultural Studies of Science Education |
op_doi |
https://doi.org/10.1007/s11422-009-9184-7 |
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Cultural Studies of Science Education |
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4 |
container_issue |
3 |
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649 |
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656 |
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1766002337369817088 |