Talking through the 'Messy Middle' of Partnerships in Science Education
| Title: | Talking through the 'Messy Middle' of Partnerships in Science Education |
|---|---|
| Language: | English |
| Authors: | Cheuk, Tina (ORCID |
| Source: | Science Education. Sep 2022 106(5):1198-1213. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Partnerships in Education, Science Education, Equal Education, Science Instruction, Biology, Justice, Epistemology |
| DOI: | 10.1002/sce.21751 |
| ISSN: | 0036-8326 1098-237X |
| Abstract: | This paper's focus is on the "middle" of partnerships for equity in science education. Middle is used in a temporal sense, meaning the time after the general purposes and terms of working together have been set and before outcomes have been achieved. The middle of the partnership also represents people interacting, bounded around the edges, by their institutional roles, norms, resources, and priorities. As co-authors who had not previously collaborated (or even met in person), we approached the construction of this manuscript as a dialogue where we learn by sharing narrations of experiences and values and principles. We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of "Is it possible to just teach biology?" (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice-oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345269 |
| Database: | ERIC |
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| ISSN: | 0036-8326 1098-237X |
|---|---|
| DOI: | 10.1002/sce.21751 |
| Published in: | Science Education |
| Language: | English |