Critical Science Agency and Power Hierarchies: Restructuring Power within Groups to Address Injustice beyond Them

Autor/inn/en	Schenkel, Kathleen; Calabrese Barton, Angela
Titel	Critical Science Agency and Power Hierarchies: Restructuring Power within Groups to Address Injustice beyond Them
Quelle	In: Science Education, 104 (2020) 3, S.500-529 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schenkel, Kathleen) ORCID (Calabrese Barton, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21564
Schlagwörter	Power Structure; Science Instruction; Teaching Methods; Ethnography; Middle School Students; Student Needs; Justice; Student Attitudes; Sustainability; Classroom Design; Engineering; Student Role; Cooperative Learning; Communities of Practice + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gerechtigkeit; Schülerverhalten; Nachhaltigkeit; Klassenraumgestaltung; Maschinenbau; Kooperatives Lernen; Community
Abstract	Promoting critical science agency (CSA) may be one way to promote educational justice. CSA is using science with other powerful forms of knowledge to address issues of injustice. However, the process of enacting CSA is always embedded within a sociopolitical context, which positions some students with more power than others. Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact CSA. Findings show as the students enacted collective CSA, they were responding to unmet students' needs grounded in systems of power operating within their classroom. Throughout the engineering design process, students' understandings of their defined issue of injustice was both refined and critical to their technical and social design considerations. Finally, as the groups enacted CSA, power hierarchy disruptions, though incomplete, through the recognition of students' expertize and distributing roles, supported their efforts to address their class-wide concerns. These findings highlight how restructuring power hierarchies supported youth enacting collective CSA, which then further supported them in reshaping their classroom community to be more justice-oriented. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01