TY - BOOK ID - 66215358 TI - Unsettling responsibility in science education : indigenous science, deconstruction, and the multicultural science education debate PY - 2021 SN - 3030612996 3030612988 PB - Springer Nature DB - UniCat KW - Science education. KW - Curriculums (Courses of study). KW - Education—Curricula. KW - Philosophy and social sciences. KW - Education. KW - Science Education. KW - Curriculum Studies. KW - Philosophy of Education. KW - Education, general. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Science education KW - Scientific education KW - Social sciences and philosophy KW - Social sciences KW - Core curriculum KW - Courses of study KW - Curricula (Courses of study) KW - Curriculums (Courses of study) KW - Study, Courses of KW - Instructional systems KW - Education KW - Curricula KW - Science Education KW - Curriculum Studies KW - Philosophy of Education KW - Education, general KW - Inclusive Education KW - Post-Colonial studies KW - post-humanist KW - Indigenization KW - Cartesianism KW - science curriculum KW - pedagogy KW - Open Access KW - Teaching of a specific subject KW - Science: general issues KW - Curriculum planning & development KW - Philosophy & theory of education KW - Science KW - Curricula. KW - Study and teaching. UR - https://www.unicat.be/uniCat?func=search&query=sysid:66215358 AB - “Moving beyond tropes of empowerment, scientific literacy, and related bon hommes, Higgins’s book offers one of the richest theoretical assemblages I have read in some time. He welds insights from post-humanist, feminist, Indigenous, and post-colonial scholars, conducing the theoretical potential of being and becoming into a fleshed out educational experience.” —Kent den Heyer, Professor of Education, University of Alberta, Canada “Exploring the relationships between Indigenous and Western Science in science education, this book takes readers on a journey which explores various converging and diverging theoretical and epistemological standpoints that challenge normalized binary ways of looking at the world.” —Eun-Ji Amy Kim, Lecturer, School of Education and Professional Studies, Griffith University, Australia This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being. ER -