Reimagining Science Education in the Anthropocene

Praise for Reimagining Science Education in the Anthropocene
Contents
Notes on Contributors
List of Figures
1 Introduction
	Part I: Kinship, Magic, and the Unthinkable
	Part II: Decolonizing Anthropocene(s)
	Part III: Politics and Political Reverberations
	Part IV: A Science Education for a World-Yet-to-Come
	Part V: Complicated Conversations
	References
Part I Kinship, Magic, and the Unthinkable
2 “Trees Don’t Sing! … Eagle Feather Has no Power!”—Be Wary of the Potential Numbing Effects of School Science
	Introduction
		Conversation 1
		Conversation 2
		Conversation 3
		As a Student of Science
		Encountering Living Water: A Turning Point in My Science Learning Journey
		As a Teacher of Science/ a Science Educator
		Science Education as a Healing and Restorative Experience
		Teaching Science as Humanities and as Narrative Knowing
		Restoring the Centrality of the Arts/Aesthetics in (Science) Education
	Conclusion
	References
3 Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times
	Seeing the Unseeable
		Apparent Horizons: Cosmological Shifts, Pedagogical Resituation
		Messages to Humanity: From Earthrise to Pōwehi
		Alien Territories: Thwarting Laplacean Dreams, Resituating Sustainability
	References
4 The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction
	Education and Catastrophe
		Education and Sociobiology
		Education and Post-genomics
	Reconceptualizing I.Q.
		“We Know Better Now”
	References
5 Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World
	Writing Beyond Findings
	A Case for Anarchival Writing
	Live Science
	Magical Realism: A Guide
	References
6 Fire as Unruly Kin: Curriculum Silences and Human Responses
	Introduction
	Unruly Kin: Fire, Human Evolution, and the Pyrocene
	Indigenous Fire Stewardship
	Fire and the Australian Curriculum
	Pyro-Pedagogies of Becoming-With
	Conclusion
	References
Part II Decolonizing Anthropocene(s)
7 Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear
	Troubling Shared Identity as a Settler Move to Innocence
	Turtle Island: A Haudenosaunee Creation Story
	Unpacking Everyday (Neo-)Colonialisms
	Indigenous Erasures: Supersessionism and Scientific Origin Stories
	Indigenous Erasures: The Genographic Project
	Conclusion
	References
8 Decolonizing Healing Through Indigenous Ways of Knowing
	A Path of Decolonizing Healing Through Learning from the Land
	Learning and Healing from the Land
	Building on Strengths of Relationships
	Relationship with Self
	Relationships with the Community
	Relationships with the More-Than-Human
	Relationships with the Land
	Building Healing Through Learning
	Healing Through Learning About Self
	Healing Through Learning About Community
	Healing Through Learning About the More-Than-Human
	Healing Through Learning About the Land
	Honouring the Journey
	References
9 Still Joy: A Call for Wonder(ing) in Science Education as Anti-racist Vibrant Life-Living
	References
10 The Salt of the Earth (Inspired by Cherokee Creation Story)
	DuSable and Son’s Personal Legend
	The Fate of Selu and Wild Boy
	Secrets of the Hunt: An Exchange of Cultures
	The Second City
	References
Part III Politics and Political Reverberations
11 The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene Through a Spatial Justice Lens
	The Anthropocene, Spatial Reality, Maps, and Death
	Maps Form Reality in (Un)Just Ways
	Spatial Justice in Mathematics/Statistics Education
	Spatial Justice and Data in the Context of Charlotte, North Carolina
	Discussion
	Reflections
	References
12 Science and Environment Education in the Times of the Anthropocene: Some Reflections from India
	Anthropocene and the Global South
	Environment-Development-Technoscience: Debates in India
	Educational Discourse on Development and Environment
	Students’ Values and Aspirations
	Concluding Thoughts
	References
13 Rethinking Historical Approaches for Science Education in the Anthropocene
	Reframing Western Modern Science: Thinking About Other Stories that Can Be Told About Its Emergence and Consolidation
	Going Deeper: A Short Case in the History of Botany
	When Anthropocene and History of Science Meet: Some Insights for Science Education
	References
14 Reflections on Teaching and Learning Chemistry Through Youth Participatory Science
	Question #1: What Are Some of the Challenges and Possibilities When It Comes to Engaging with YPS in Science Classes?
		Giani Clay (Student, George Washington High School):
		Alejandra Frausto (Project-based Learning Manager, Chicago Public Schools):
		Tomasz Rajski (Teacher, Hubbard High School):
		Mindy Chappell (Teacher, North-Grand High School):
		Daniel Morales-Doyle (Assistant Professor, University Illinois Chicago):
	Question #2: How Has Engaging in YPS Exposed Both Insights and Oversights of Scientific Ways of Knowing?
		Adilene Aguilera (Teacher, George Washington High School):
		Tomasz:
		Alejandra:
	Question #3: In YPS, What Are the Relationships Between Learning Science and Engaging in Political and Community Issues?
		Delani Lopez (Student, North-Grand High School):
		Mindy:
		Karen Canales Salas, Little Village Environmental Justice Organization (LVEJO):
		Daniel:
	Conclusion
	References
Part IV Science Education for a World-Yet-to-Come
15 Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education
	Effectiveness, Agency, and the Anthropocene
	A Molten, More-than-Human World
	The Cost of Water
	Implications for Science Education
	Listening to the Water and the People
	References
16 Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity
	Introduction
	The Anthropocene
	Seeing Science and the Anthropocene Differently
	Deconstructing Science-As-We-Know-It: How Women, Nature, and Complexity Were Left Out
	Reading “Between the Lines”
	References
17 Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators
	Scientific Imaginaries and Science Education in the Capitalocene
	From Clockwork to Complexity: (Re)Connecting Science and Fiction
	Why Comics/Graphic Novels?
	Why Watchmen?
	The Sciences of Watchmen
	Simultaneity: The Message in Watchmen’s (1987) Medium
	Adapting Simultaneity and Science in Watchmen (2009 and Beyond)
	References
18 Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-conflict Societies
	Colombia, Year 2050...
	The Beginnings of Our Journey
	Re-thinking Education in Transitional Colombia: Curriculum Studies, Critical Peace Studies/Education and Critical Pedagogy
	Transformative Learning and Care-Oriented Practices in Science Education
	Re-imagining Science Education in Post-conflict Societies: Transformation and Reconciliation
	References
Part V Complicated Conversations
19 A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing
20 In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies
	References
21 In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene
	Using and Troubling the Anthropocene
	Situating and (Re)Committing to Deconstruction at the Ontological Turn: “What if Culture Was Nature All Along?” (Kirby, 2017)
	Critical Consequences: Critique After the Critique and Subject of Critique
	Response-Ability and/at the Anthropocene
	References
22 Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward
	References
23 Conclusion: Another Complicated Conversation
	What Remains to Be Done?
	References
Index