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

作　　者：Pratima Thapaliya Bal Chandra Luitel 

机构地区：[1]Tribhuvan University,Lalitpur 44600,Nepal [2]Kathmandu University,Nepal

出　　处：《Cultures of Science》2024年第1期64-76,共13页科学文化(英文)

摘　　要：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.

关 键 词：HEGEMONY pedagogical culture science education autoethnography reforming/transforming 

分 类 号：G643[文化科学—高等教育学]