Turning the focus from 'other' to science education: Exploring the invisibility of whiteness

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Title Turning the focus from 'other' to science education: Exploring the invisibility of whiteness
Author Sammel, Alison Jodie
Journal Name Cultural Studies of Science Education
Year Published 2009
Place of publication Netherlands
Publisher Springer
Abstract 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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/s11422-009-9184-7
Volume 4
Issue Number 3
Page from 649
Page to 656
ISSN 1871-1502
Date Accessioned 2010-03-02
Date Available 2010-07-07T07:40:05Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject PRE2009-Curriculum Studies: Science Education; Science, Technology and Engineering Curriculum and Pedagogy
URI http://hdl.handle.net/10072/30293
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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