Reconceptualising gender and science education: from biology and difference to language and fluidity
2007 (English)In: Tidskrift för lärarutbildning och forskning, ISSN 1 404-7659, Vol. 14, no 3, 23-39- p.Article in journal (Refereed) Published
This article explores the intersections of science, science education, gender- and feminist research in an attempt to provide an insight in how these areas are linked. The aim is to contribute to the discussion of equality in society and, specifically, how it relates to teacher and science education. The article takes a genealogical perspective (Foucault, 1984) by exploring taken-for-granted 'truths' and 'objects' in science education research and tracing modern classroom practices back to older scientific practices. The analysis shows that gendered patterns and practices continue to reproduce, but also that notions of science, and gender, and 'race', sexuality etc. are reproduced in practices in different ways, are fluid and unstable, and therefore are challengeable. The study concludes that despite recent research which goes further than the conventional 'counting heads' or 'measuring sex differences', more studies of gender in science education are needed, which place a greater emphasis on critical analysis.
Place, publisher, year, edition, pages
Umeå: Fakultetsnämnden för lärarutbildning, Umeå universitet , 2007. Vol. 14, no 3, 23-39- p.
IdentifiersURN: urn:nbn:se:umu:diva-2366OAI: oai:DiVA.org:umu-2366DiVA: diva2:140328
Posten ändrad efter att artikeln publicerats.2007-05-112007-05-11Bibliographically approved