Excavating silences and tensions of agency|passivity in science education reform |
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| Authors: | Maria S Rivera Maulucci |
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| Institution: | (1) Barnard College, 336B Milbank Hall, 3009 Broadway, New York, NY 10027, USA |
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| Abstract: | I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences
in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers
rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose
that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from
students in order to transform teachers’ practices and promote equity in science education. I discuss tensions of agency and
passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science
education literature. I conclude that the current policy context positions teachers and science education researchers as tempered
radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other
silences. |
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| Keywords: | |
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