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ERIC Number: EJ817131
Record Type: Journal
Publication Date: 2008-Dec
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1871-1502
Science, Science Education and Their Discontents: A Response to Commentaries on the Paper, "Portrait of a Science Teacher as a Bricoleur--A Case Study from India"
Sharma, Ajay
Cultural Studies of Science Education, v3 n4 p875-880 Dec 2008
In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I argue that researchers should work actively for progressive change in discursive fields such as educational research, in which they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication of research. [Abstract presented in both English and Hindi.]
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India