Joe L. Kincheloe: Embracing criticality in science education |
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| Authors: | Gillian U Bayne |
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| Institution: | (1) Department of Middle & High School Teaching, Lehman College of the City, University of New York, Bronx, NY 10468, USA |
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| Abstract: | This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially
through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political,
economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights
into, the forces that shape the intricacies of teaching and learning science and science education. They have implications
in improving science education policies, in developing actions that challenge and cultivate the intellect while operating
in ways that are more understanding of difference and are socially just.
Gillian U. Bayne
is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s
degree in secondary science education at New York University, she has taught science both in New York City’s public school
system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative
dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. |
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| Keywords: | Critical science education Bricolage Postformalism Hermeneutics Critical ontology Critical consciousness Critical pedagogy Critical constructivism |
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