Skip to main content
SpringerLink
Log in

New Materialisms and Science Classrooms: Diagramming Ontologies and Critical Assemblies

  • Chapter
  • First Online:
Material Practice and Materiality: Too Long Ignored in Science Education

Part of the book series: Cultural Studies of Science Education ((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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Pseudonyms

  2. 2.

    Pseudonyms

References

  • Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Durham, NC: Duke University Press.

    Book  Google Scholar 

  • Ahmed, S. (2010). Orientations matter. In New materialisms: Ontology, agency and politics (pp. 234–257). Durham, NC: Duke University Press.

    Chapter  Google Scholar 

  • Barad, K. (2000). Reconceiving scientific literacy as agential literacy: Or, learning how to intra-act responsibly within the world. In R. Reid & S. Traweek (Eds.), Doing science + culture (pp. 221–258). New York: Routledge.

    Google Scholar 

  • Barad, K. (2001). Scientific literacy → agential literacy = (learning + doing) science responsibly. In M. Mayberry, B. Subramaniam, & L. Weasel (Eds.), Feminist science studies: A new generation (pp. 226–246). New York: Routledge.

    Google Scholar 

  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.

    Google Scholar 

  • Barad, K. (2007). Meeting the university halfway: Quantum physics and the entanglement of matters and meaning. Durham, NC: Duke University Press.

    Book  Google Scholar 

  • Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268.

    Article  Google Scholar 

  • Barad, K., & Kleinman, A. (2012). Intra-actions. Mousse, 34, 76–81.

    Google Scholar 

  • Bazzul, J. (2014). The sociopolitical importance of genetic, phenomenological approaches to science teaching and learning. Cultural Studies of Science Education, 10(2), 495–503. https://doi.org/10.1007/s11422-014-9605-0.

    Article  Google Scholar 

  • Bazzul, J., & Kayumova, S. (2015). Toward a social ontology for science education: Introducing Deleuze and Guattari’s assemblages. Educational Philosophy and Theory, 48(3), 284–299.

    Google Scholar 

  • Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • Eisenhart, M., & Towne, L. (2003). Contestation and change in national policy on “scientifically based” education research. Educational Researcher, 32(7), 31–38. https://doi.org/10.3102/0013189X032007031.

    Article  Google Scholar 

  • Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Vintage.

    Google Scholar 

  • Gould, L. (1972). The story of X. Retrieved September 1, 2014, from http://www3.delta.edu/cmurbano/bio199/AIDS_Sexuality/BabyX.pdf

  • Haraway, D. (1997). Modest_Witness@Second_Milennium.FemaleMan©_Meets_OncoMouse™. New York: Routledge.

    Google Scholar 

  • Holmes, A., personal communication, October 1, 2015.

    Google Scholar 

  • hooks, b. (1990). Yearning. Boston: Southend Press.

    Google Scholar 

  • Karrow, D., & Fazio, X. (2010). Educating-within-place: Care, citizen science, and ecojustice. In D. Tippins, M. Mueller, M. Van Eijck, & J. D. Adams (Eds.), Cultural studies and environmentalism (pp. 193–214). Rotterdam, The Netherlands: Springer Netherlands.

    Chapter  Google Scholar 

  • Kayumova, S., & Bazzul, J. (2018). The ethical, political potential of new materialisms for science education. In K. Scantlebury & C. Milne’s (Eds.), New materialisms: Too long ignored in science education. Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and disrupting colonizing knowledge-making- practices in science education: Power of graphic-textual illustrations. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 257–270.

    Google Scholar 

  • Kayumova, S., Karsli, E., Allexsaht-Snider, M., & Buxton, C. (2015). Latina mothers and daughters: Ways of knowing, being, and becoming in the context of bilingual family science workshops. Anthropology & Education Quarterly, 46(3), 260–276.

    Article  Google Scholar 

  • Kayumova, S., & Tippins, D. (2016). Toward re-thinking science education in terms of affective practices: Reflections from the field. Cultural Studies of Science Education, 11(3), 567–575. https://doi.org/10.1007/s11422-015-9695-3.

    Article  Google Scholar 

  • Matless, D., & Revill, G. (1995). A solo ecology: The erratic art of Andy Goldsworthy. Ecumene, 2(4), 423–448.

    Article  Google Scholar 

  • Riedelsheimer, T., & Goldsworthy, A. (2006). Rivers and tides. New York: New Video Group.

    Google Scholar 

  • Schindel Dimick, A., & Tolbert, S. (Fall, 2016). Teaching science, race, & the media. Rethinking Schools, 31(1), 50–56.

    Google Scholar 

  • Spivak, G. (1995). Can the subaltern speak? In B. Ashcroft, G. Griffiths, & H. Tiffin (Eds.), The post-colonial studies reader (pp. 24–35). London: Routledge.

    Google Scholar 

  • Walters, K. L., Mohammed, S. A., Evans-Campbell, T., Beltrán, R. E., Chae, D. H., & Duran, B. (2011). Bodies don’t just tell stories, they tell histories. Du Bois Review: Social Science Research on Race, 8(01), 179–189.

    Article  Google Scholar 

  • Yehuda, R., Daskalakis, N., Bierer, L., Bader, H., Klengel, T., Holsboer, F., et al. (2016). Holocaust exposure induced intergenerational effects on FKBP5 methylation. Biological Psychiatry, 3. https://doi.org/10.1016/j.biopsych.2015.08.005.

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, University of Regina, Regina, SK, Canada

    Jesse Bazzul

  2. Teaching, Learning, & Sociocultural Studies, University of Arizona, Tucson, AZ, USA

    Sara Tolbert

  3. Department of STEM Education & Teacher Development, Kaput Center for Research & Innovation in STEM Education, University of Massachusetts Dartmouth, North Dartmouth, MA, USA

    Shakhnoza Kayumova

Authors
  1. Jesse Bazzul
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sara Tolbert
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Shakhnoza Kayumova
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jesse Bazzul .

Editor information

Editors and Affiliations

  1. New York University, New York, NY, USA

    Catherine Milne

  2. University of Delaware, Newark, DE, USA

    Kathryn Scantlebury

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

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

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-01974-7_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01973-0

  • Online ISBN: 978-3-030-01974-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation