This edited volume provides theory-based accounts, often with practical examples, of how educators from various jurisdictions in elementary, secondary, and tertiary formal education contexts, as well as community-based situations, have helped students critically evaluate the relationships among science, technology (STEM), society, and the environment. The goal is to develop and implement personal and sociopolitical actions to address concerns. Collectively, the perspectives and examples in the chapters form an expanding Foucauldian dispositif countering hegemonic mechanisms that favor a few elites at the expense of the wellbeing of most other living and nonliving things. Many accounts draw on the STEPWISE project, illustrating how (a)biotic and symbolic actants have been progressively assembled to promote more critical and altruistic citizenship.
INTRODUCTION. Growing Material-Semiotic Alliances Opposing Harmful
Pro-capitalist Dispositifs (J. Lawrence Bencze).- Section A: Civic Actions.
1. Community Members Food Waste Activism: Complexities of Learning in a
Socio-cultural Context (Sadia Rahman, Majd Zouda, Sarah El Halwany, Minja
Milanovic, Nurul Hassan & Larry Bencze).- Section B: Addressing Normalized
Movements.
2. Addressing Deficits in Normalized Conceptions of STSE
Relationships (Larry Bencze).- Science Education for Transformation:
Theorizing Vision III Based on Eco-reflexive Bildung and Elaborating on
Corresponding Didaktik Models (Jesper Sjöström).- From Acquiescence to
Activism: New Stances for Art in Science Education (Sheliza Ibrahim, Dave Del
Gobbo, Sarah El Halwany, Majd Zouda, Nurul Hassan, Mirjan Krstovic, Michelly
Peixoto & Larry Bencze ).- Section C: Middle Schools. Promoting Middle
School Students Understanding of Sustainability Issues in Science Education
by Utilizing Actor Network Maps in the Frame of Research-informed Action
Projects (Dimitris Tsoubaris, Georgia Liarakou and Evgenia Flogaiti ).-
Conceptions on STSE Issues and Relationships: Toward Activism in Science
Education (Majd Zouda, Dimitris Tsoubaris, Sarah El Halwany, Minja Milanovic,
Zoya Padamsi, Nadia Qureshi and Larry Bencze).- Section D: Secondary Schools.
STEPWISE Cartographies: Student Blueprinting of Socioscientific Issues Using
Actor Network Theory and Dispositifs (Dave Del Gobbo, Larry Bencze, Majd
Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero and
Michelly Peixoto).- Addressing Issues of Equity and Inclusivity through
Activist Science Education (Majd Zouda, Sarah El Halwany, Minja Milanovic,
Kristen Schaffer, and Larry Bencze).- Connections Between Emotions and
Teacher Practice: Implementing an Unconventional Pedagogy on Climate Change
(Sarah El Halwany).- WISE Engineering in School Science: Prioritizing
Social Justice and Environmental Vitality in Designs (Larry Bencze, Dave
DelGobbo, Majd Zouda, Sarah El Halwany, Nurul Hassan, Minja Milanovic and
Mirjan Krstovic).- School Science Students Envisaging (A)Biotic Alliances
Prioritizing Educated and Researched Values (Larry Bencze, Dave Del Gobbo,
Majd Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero
and Michelly Peixoto).- Section E: After-school. Cultivating a Critical
Stance Toward Technology: An Approach in the Informal STEM Education Context
(Jacob Pleasants and Aaron Cavazos ).- Section F: Community College.
Implementing STEPWISE Pedagogy in Postsecondary STEM Education to Cultivate
Student Agency Towards Ecojustice (Nurul Hassan, Sarah El Halany, Kristen
Schaffer, Minja Milanovic, Majd Zouda and Larry Bencze).- Inertial Tensions
in Promoting Socio-Political Actions Among Future Technoscience Technicians(
Kristen Schaffer, Minja Milanovic, Sarah El Halwany, Nurul Hassan, Majd Zouda
and Larry Bencze).- Teaching with Emotion: Mobilizing STEPWISE Through/As
Emotive Actant Inside a College Microbiology Laboratory(Sarah El Halwany and
Larry Bencze).- Section H: Teacher Development. Meet Me Halfway: Critical
Secondary School NoS Resource Development (Nicole Kofman, Majd Zouda, Sarah
El Halwany, Dave Del Gobbo, Sheliza Ibrahim, Gonzalo Guerrero and Larry
Bencze).- Promoting Students Social Responsibility and Willingness to Act on
Socioscientific Issues: ENACT Project Hyunju Lee.- Addressing Socioscientific
Issues through STEM Education: The Case of STEM Coaches (Majd Zouda, Sarah El
Halwany, Minja Milanovic and Larry Bencze).- Growing Dispositifs that Promote
Science Education for Ecojustice in the Peel District School Board Mirjan
Krstovic.- Focus On The Future: The Development, Implementation, and Efficacy
of Teachers Climate Change Professional Development (Travis T. Fuchs, Tom
Harding, Sue Roppel and Helen Erickson).- Reflections of a High School
Science Teacher: Towards Ecojustice and an Ethic of Care (Tomo Nishizawa).-
Section I: Mobilizing STEPWISE.
John Lawrence (Larry) Bencze (PhD, MSc, BSc, BEd) is an Associate Professor Emeritus in Science Education at the University of Toronto, Canada (1998-present). Prior to this role, he worked for fifteen years as a science teacher and as a science education consultant in Ontario, Canada. His research programme emphasizes critical analyses drawing on history, philosophy, sociology, etc. of science and technology, explicit teaching about problematic power relations and student-led research-informed and negotiated socio-political actions to address personal, social and environmental harms associated with fields of science and technology.
