Ac. Barton, LIBERATORY SCIENCE-EDUCATION - WEAVING CONNECTIONS BETWEEN FEMINIST THEORY AND SCIENCE-EDUCATION, Curriculum inquiry, 27(2), 1997, pp. 141-163
Feminist theory provides a refreshing lens from which to reflect on in
clusiveness in science education. The conceptual framework central to
this effort stems from attempts to rethink the nature of science and s
cience education rather than from a belief that equality in the scienc
es can be reached through the implementation of compensatory programs
for women and minorities. This marks a fundamental shift in thinking i
n science education circles because it shifts the reform focus from ce
ntering on the deficiencies held by women or minorities to deficiencie
s and discriminatory practices in science and education. This shift in
thinking raises such questions as, ''Can a science and science educat
ion be constructed that is liberatory, rather than oppressive, to thos
e students who historically have been marginalized by the science ende
avor?'' and ''Can we teach a science that is open to multiple ways of
knowing in order to help all students value the contributions made by
those traditionally silenced in science?'' In this article, I utilize
this shift in thinking to argue that feminist theory pushes at the bou
ndaries of the conversation regarding teaching science to all students
through the construct of ''liberatory education.'' Reflecting on my o
wn teaching and learning experiences, I work through some of the under
lying assumptions that guide efforts to reform science teaching and le
arning for all students, and suggest that critiques of science, knowle
dge of positionality, and efforts to construct new language are essent
ial in the process of constructing a science education for all.