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001431217 020__ $$a9783030796228$$q(electronic bk.)
001431217 020__ $$a3030796221$$q(electronic bk.)
001431217 020__ $$z9783030796211
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001431217 020__ $$z9783030796242
001431217 020__ $$z3030796248
001431217 0247_ $$a10.1007/978-3-030-79622-8$$2doi
001431217 035__ $$aSP(OCoLC)1288422160
001431217 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dYDX$$dOCLCO$$dOCLCQ
001431217 049__ $$aISEA
001431217 050_4 $$aQ181$$b.R45 2022
001431217 08204 $$a507.1$$223
001431217 24500 $$aReimagining science education in the Anthropocene /$$cMaria F.G. Wallace, Jesse Bazzul, Marc Higgins, Sara Tolbert, editors.
001431217 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2022]
001431217 264_4 $$c©2022
001431217 300__ $$a1 online resource :$$billustrations (chiefly color)
001431217 336__ $$atext$$btxt$$2rdacontent
001431217 337__ $$acomputer$$bc$$2rdamedia
001431217 338__ $$aonline resource$$bcr$$2rdacarrier
001431217 4901_ $$aPalgrave studies in education and the environment
001431217 504__ $$aIncludes bibliographical references and index.
001431217 5050_ $$a1. Introduction -- 2. "Trees Don't Sing! ... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science -- 3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- 4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction -- 5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- 6. Fire as Unruly Kin: Curriculum Silences and Human Responses -- 7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear -- 8. Decolonizing Healing through Indigenous Ways of Knowing -- 9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living -- 10. The Salt of the Earth (Inspired by Cherokee Creation Story) -- 11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens -- 12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- 13. Rethinking Historical Approaches for Science Education in the Anthropocene -- 14. Reflections on Teaching and Learning Chemistry through Youth Participatory Science -- 15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- 16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- 17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- 18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict Societies -- 19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- 21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- 22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- 23. Conclusion -- Another Complicated Conversation.
001431217 5060_ $$aOpen access$$5GW5XE
001431217 520__ $$aThis open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science educationthe way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratoriesis ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity. Maria F.G. Wallace is Assistant Professor at the University of Southern Mississippi, USA. Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada. Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Educations Aboriginal Teacher Education Program (ATEP). Sara Tolbert is Associate Professor of Science and Environmental Education at Te Whare Wananga o Waitaha University of Canterbury, Aotearoa New Zealand.
001431217 588__ $$aDescription based on print version record.
001431217 650_0 $$aScience$$xStudy and teaching$$xPhilosophy.
001431217 650_6 $$aSciences$$xÉtude et enseignement$$xPhilosophie.
001431217 655_0 $$aElectronic books.
001431217 7001_ $$aWallace, Maria F. G.,$$eeditor.
001431217 7001_ $$aBazzul, Jesse,$$eeditor.
001431217 7001_ $$aHiggins, Marc,$$d1981-$$eeditor.
001431217 7001_ $$aTolbert, Sara,$$eeditor.
001431217 77608 $$iPrint version:$$tREIMAGINING SCIENCE EDUCATION IN THE ANTHROPOCENE.$$d[Place of publication not identified] : PALGRAVE MACMILLAN, 2021$$z3030796213$$w(OCoLC)1252962812
001431217 830_0 $$aPalgrave studies in education and the environment.
001431217 852__ $$bebk
001431217 85640 $$3Springer Nature$$uhttps://link.springer.com/10.1007/978-3-030-79622-8$$zOnline Access$$91397441.2
001431217 909CO $$ooai:library.usi.edu:1431217$$pGLOBAL_SET
001431217 980__ $$aBIB
001431217 980__ $$aEBOOK
001431217 982__ $$aEbook
001431217 983__ $$aOnline
001431217 994__ $$a92$$bISE