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Cultural Studies of Science Education

, Volume 14, Issue 2, pp 485–491 | Cite as

There is no equity in a vacuum: on the importance of historical, political, and moral considerations in science education

  • Daniel Morales-DoyleEmail author
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Abstract

As a response to Fortney and Atwood’s “Teaching with understanding while teaching for understanding” (this issue), this paper challenges definitions of equity that do not explicitly deal with oppression and injustice. I argue that in order to address the problem of inequity at its roots, we must re-center the historical, political, and moral dimensions of equity to disrupt dominant assumptions about the goals of science education. The justice-centered approach I advocate requires understanding inequity as one component of social injustice and necessitates that science education be linked with larger movements for social change.

Keywords

Equity Social justice Sociopolitical Historicity 

Notes

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Curriculum and InstructionUniversity of Illinois at ChicagoChicagoUSA

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