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Cultural Studies of Science Education

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18.06.2020 | Original Paper

Pedagogical challenges involving race, gender and the unwritten rules in settings of higher education

verfasst von: Gillian U. Bayne, Eduardo Dopico

Erschienen in: Cultural Studies of Science Education | Ausgabe 3/2020

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Abstract

In this discussion paper, we highlight a few interesting and important concerns that have been identified in a diverse number of scholars’ work. The successive upsurges of racism and sexism in our spaces of coexistence require us to reflect and confront pedagogical challenges which remain deadlocked in the field of science education. We explore instances of how racism and sexism infiltrate spaces in higher education, specifically science education, and how race consciousness and consciousness of sexism can positively influence hierarchical systems and popular mindsets that exist in academia. The roles that “colorblindness” play as a so-called reality in academia are interrogated, as are the unwritten rules of teaching, learning, collaborating, researching, writing and serving one’s community. Pedagogical challenges posed to Black science education faculty which encompass characteristics and practices that oftentimes include, for example, experiencing a lack of respect, devaluation, the questioning of scholarly credibility and professional credentials and the authenticity of one’s work are examined critically. Finally, we juxtapose the aforementioned experiences, with examples of possibilities that can exist when future and forward thinking about race, racism and sexism takes place in science and science education.

Nächster Artikel The aspirin unit: confronting a hostile political context through chemistry curriculum

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Titel: Pedagogical challenges involving race, gender and the unwritten rules in settings of higher education
verfasst von: Gillian U. Bayne
Eduardo Dopico
Publikationsdatum: 18.06.2020
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 3/2020
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-020-09972-w

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