Re-examining Postcolonial Science Education Within a Power-Knowledge Framework A Caribbean Case Study
Re-examining Postcolonial Science Education Within a Power-Knowledge Framework A Caribbean Case Study
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DOI：
10.1007/s11191-020-00116-8
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发表时间：
2020-04-01
影响因子：
2.8
通讯作者：
Wallace, John
中科院分区：
文献类型：
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作者：
Burke, Lydia E. Carol-Ann;Wallace, John
曾经被殖民的地方的教育系统无法摆脱殖民主义的持久遗产。特别是科学，在殖民过程的推理和合理化中发挥了突出的作用。在帝国主义建立的教育体系中，如果不考察对科学教育过去、现在和未来作用的看法，就很难调和自决的过程。这项探索性研究探讨了巴哈马高中科学教育利益相关者所阐述的科学教育的知识动力。学生，教师和管理人员的选择描述了他们自己的理解的历史，现在的定位和未来的方向科学教育。在知识-权力框架内进行分析时，基本结构将科学教育视为人员和思想迁移的基本工具，揭示了个人的实际需要与提升国家地位的共同动机之间的复杂关系。这项研究提供的见解，将有助于通知科学教育工作者，因为他们制定的背景下，已被科学教育的殖民遗产挫伤去殖民化战略。
Education systems in once-colonised locations cannot escape the abiding legacy of colonisation. Science, in particular, has played a prominent role in the reasonings and rationalisations of the colonial process. When considered in the context of an education system established by imperial powers, it is difficult to reconcile processes of self-determination without examining perceptions of the past, present, and future roles of science education. This exploratory study examines the knowledge-power dynamic of science education as articulated by high school science education stakeholders in The Bahamas. A selection of students, teachers, and administrators described their own understandings of the history, present positioning, and future direction of science education. When analysed within a knowledge-power framework, the underlying structure sees science education as a fundamental tool in the migration of people and ideas, revealing a complex relationship between the pragmatic needs of individuals and shared motivations to elevate national standing. The study provides insights that will help inform science educators as they develop decolonising strategies in contexts that have been bruised by the colonial heritage of science education.