Abstract
In this chapter, we discuss the implications of new materialist approaches to our practice as science educators. We explore specifically issues of interdisciplinarity, urban education, sex/gender and sexuality, and linguistic diversity in an effort to expand our approach to these justice-related issues. Sara draws from Melanie’s stories, a student struggling to make sense of her current and past school/science experiences, to put forth a more justice-oriented conception of science education, while Shakhnoza and Jesse question the orientation of science education with an emphasis on reorienting toward matter and becoming.
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Bazzul, J., Tolbert, S., Kayumova, S. (2019). New Materialisms and Science Classrooms: Diagramming Ontologies and Critical Assemblies. In: Milne, C., Scantlebury, K. (eds) Material Practice and Materiality: Too Long Ignored in Science Education. Cultural Studies of Science Education, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-01974-7_9
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