Equity and justice in science education

Toward a pluriverse of multiple identities and onto‐epistemologies

Bibliographic Data

ID21392942
AuthorsShakhnoza Kayumova (0000-0001-9771-2212, Department of STEM Education and Teacher Development University of Massachusetts Dartmouth Dartmouth Massachusetts USA, corresponding author), Remy Dou (0000-0001-8419-265X, Department of Teaching and Learning Florida International University Miami Florida USA)
Year2022
Volume106
Issue5
Pages1097-1117
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21750
OpenAlexW4287092765
LanguageEN
Citations received38
References cited79

Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit‐based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—“a world where many worlds fit”. This alternative allows us to reconstruct science and science‐related “outcomes,” such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial 1 theories of pluriversality and discuss different onto‐epistemologies to be able to grapple with existing social, racial, environmental injustices, and land‐based devastations

Aesthetics · Epistemology · Identity (music) · Mainstream · Meritocracy · Pedagogy · Philosophy of science · Political science · Science education · Social science · Sociology · Critical Race Theory in Education · Evaluation of Teaching Practices · Global Educational Policies and Reforms · Law · Philosophy