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dc.contributor.authorSammel, Alison
dc.date.accessioned2017-05-03T11:35:03Z
dc.date.available2017-05-03T11:35:03Z
dc.date.issued2009
dc.date.modified2010-07-07T07:40:05Z
dc.identifier.issn18711502
dc.identifier.doi10.1007/s11422-009-9184-7
dc.identifier.urihttp://hdl.handle.net/10072/30293
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom649
dc.relation.ispartofpageto656
dc.relation.ispartofissue3
dc.relation.ispartofjournalCultural Studies of Science Education
dc.relation.ispartofvolume4
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchScience, technology and engineering curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390113
dc.subject.fieldofresearchcode3904
dc.titleTurning the focus from 'other' to science education: Exploring the invisibility of whiteness
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorSammel, Alison J.


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