Back to Search Start Over

Reflection-on-/in-/for-actions: Deconstructing hegemonic pedagogical culture in science education.

Authors :
Thapaliya, Pratima
Luitel, Bal Chandra
Source :
Cultures of Science; Mar2024, Vol. 7 Issue 1, p64-76, 13p
Publication Year :
2024

Abstract

This paper explores the hegemonic pedagogical-cultures-based narratives that I experienced in my science teaching and learning journey. Furthermore, in this paper, I also envisage different methods for deconstructing the overwhelming influence of hegemony in the science classroom. I focus on two research questions: (1) In what ways could I explore the deep-seated, hegemonic-science, pedagogical culture in my science teaching and learning? (2) How could I envisage the possible ways for deconstructing hegemony in science education? In this autoethnographic inquiry, I used the 'knowledge-constitutive interests' theory as a referent in data text generation and meaning-making. This theoretical lens helped unfold the deep-rooted, hegemony-like singular and absolute scientific knowledge consumption practice. While engaging in reflection-on-/in-/for-actions, I realized the need for curious, contextual and cultural selves and communication as a dance rather than a war for reforming and transforming these deep-seated, hegemonic, pedagogical cultures and identities. Moreover, I also attempt to practise the transdisciplinary STEAM (science, technology, engineering, arts and mathematics) approach for connecting classroom science learning with learners' lives. I believe that it could support reforming/transforming my sit-and-get science teaching. Therefore, I also offer to be involved in a transdisciplinary pedagogy (like STEAM), research and academic writing for transformative curricular praxis and inclusive science learning. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
20966083
Volume :
7
Issue :
1
Database :
Complementary Index
Journal :
Cultures of Science
Publication Type :
Academic Journal
Accession number :
176652341
Full Text :
https://doi.org/10.1177/20966083241241351