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| Format: | Artículo científico |
| Language: | en |
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Associação Brasileira de Pesquisa em Educação em Ciências
2014
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| Online Access: | https://www.redalyc.org/articulo.oa?id=571666020009 |
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Table of Contents:
- Science & Technology Education for Personal, Social & Environmental Wellbeing: Challenging Capitalists’ Consumerist Strategies John Lawrence Bencze Lyn Carter Mirjan Krstovic Educación student activism consumerism directedness neoliberalism There are many lenses through which we can examine science and science education.Drawing from a critical political perspective, this paper argues that school science and fieldsof professional science and technology are cooperatively-enmeshed in a global economicsystem prioritizing enrichment of few capitalists while compromising the wellbeing of manyindividuals, societies and environments. Under neoliberalism, for example, governments andextra-national organizations like the World Trade Organization promote strategic(non-)intervention in markets (regarding, for example, resource extraction, manufacturing,transportation and advertising) aimed at maximizing private profit, facilitated in partthrough externalization of personal, social and environmental costs. A major feature of this apparent system appears to be emphasis on creation of elastic and enthusiastic consumerdesires — particularly among those with few needs — that may repeatedly occludeprofitable compromises associated with commodities. Cycles of utopian identities maskdystopian realities. Images of community, sexuality and power, for instance, may distract‘smart’ phone users from environmental hazards of toxins (e.g., lead, bromine, chlorine,mercury and cadmium) within; and, as well, social justice concerns for workers in associatedmining and manufacturing. Such consumerism, with its emphasis on cycles of acceptance ofchameleon-like Trojan Horses, seems to be partly facilitated by school science. Fields ofscience are, for example, portrayed as overly systematic, unbiased and unproblematic while,often, their professional practices may be compromised through capitalist partnerships andinfluences — alliances that often appear to contribute to many socio-scientific issues. At thesame time, learners may become alienated from opportunities to self-determine agents ofbeing important to them and their communities. Drawing on concepts associated withliberatory pedagogy, a case study of a radical science teacher whose promotion of studentled, research-informed, actions to address critical socio-scientific issues seem to countertendencies towards consumerism and associated potential personal, social andenvironmental problems are discussed. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020009 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14