LIBERATORY SCIENCE-EDUCATION - WEAVING CONNECTIONS BETWEEN FEMINIST THEORY AND SCIENCE-EDUCATION

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.