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New Materialisms and Science Classrooms: Diagramming Ontologies and Critical Assemblies

  • Jesse BazzulEmail author
  • Sara Tolbert
  • Shakhnoza Kayumova
Chapter
Part of the Cultural Studies of Science Education book series (CSSE, volume 18)

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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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Jesse Bazzul
    • 1
    Email author
  • Sara Tolbert
    • 2
  • Shakhnoza Kayumova
    • 3
  1. 1.Faculty of EducationUniversity of ReginaReginaCanada
  2. 2.Teaching, Learning, & Sociocultural StudiesUniversity of ArizonaTucsonUSA
  3. 3.Department of STEM Education & Teacher Development, Kaput Center for Research & Innovation in STEM EducationUniversity of Massachusetts DartmouthNorth DartmouthUSA

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