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Cultural Studies of Science Education

, Volume 14, Issue 2, pp 393–409 | Cite as

Rethinking equity: standpoints emerging from a community project with victims of violence and abuse in Argentina

  • Carolina Castano RodriguezEmail author
  • Laura Barraza
  • Jenny Martin
Original Paper

Abstract

This article contributes to expand the definition of equity in education and science education through the consideration of the challenges and opportunities for addressing social justice issues in a particular community in Argentina. We discuss (a) the relationship between equity and culture and personal histories and heritage in education and (b) how research and education could respond to the needs and interests of communities, particularly marginalized and underrepresented ones. The community we describe experiences inequality at multiple levels. The case study presents a group of children, victims of family abuse and poverty, through the eyes of those working more closely with them. The research, initiated by some of the community participants uses participatory ethnography and narrative analysis but also draws from feminist standpoint theory to move beyond descriptive situated-knowledge accounts to foreground the transformative objectives. The research explores some of the necessary conditions for research and a science education that would meet objectives of equity and social justice. We argue that to expand the goals of science education toward equity, we need to understand the opportunities and challenges that marginalized and underrepresented communities provide.

Keywords

Equity Community Ethnography Transformative Social justice 

Resumen

El estudio que presentamos se localiza en el contexto de una comunidad minoritaria y marginal en Argentina. Los resultados contribuyen a re-definir el concepto de equidad en educación y educación en ciencias. Discutimos la relación entre equidad, cultura y experiencias personales, y cómo la educación puede contribuir a responder a las necesidades e intereses de la comunidades locales, especialmente aquellas que permanecen marginales y desempoderadas. La comunidad en la que se llevó a cabo este proyecto enfrenta diversas formas de inequidad. Los y las jóvenes participantes son víctimas de abuso y violencia. Las historias que incluimos las presentamos desde diferentes perspectivas, tanto de la investigadora principal, Carolina, como de adultos que trabajan localmente con esta comunidad. La investigación, iniciada por la comunidad, busca explorar las diferentes temáticas que emergen como prioritarias en un proyecto desarrollado para promover la interacción positiva entre humanos y otros animales víctimas de actos de violencia. Este estudio se fundamenta y enmarca en teorías feministas que permiten posicionar el conocimiento en lo local y experiencias subjetivas como válidas y centrales a los procesos de transformación. Discutimos las condiciones necesarias para establecer una educación en ciencias que promueva equidad y justicia social. Concluimos analizando la importancia de re-pensar educación en ciencias desde las experiencias locales y cómo el re-posicionar la interacción con otros animales hacia una relación de cuidad y equidad puede contribuir a procesos de desarrollo socio-emocional en víctimas de violencia.

Notes

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  • Carolina Castano Rodriguez
    • 1
    Email author
  • Laura Barraza
    • 2
  • Jenny Martin
    • 1
  1. 1.Australian Catholic UniversityMelbourneAustralia
  2. 2.Associate directorVisitor Centre, Gorongosa National ParkGorongosaMozambique

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