33 SES 02 B JS, Working Across Disciplines and Differences for Gender Justice: Methodological, theoretical and practical challenges for feminist educators Part 2
Joint Symposium NW 27 and NW 33 continued from 33 SES 01 B JS
Science remains a masculine discipline and science education research aligns itself with 'science', rather than education, while using social science research techniques and practices. Science education is a conservative, heteronormative discipline (Lemke, 2011). Our initial [science] discipline was chemistry, the study of matter and energy. From that beginning we transitioned into research focused on the teaching and learning of chemistry predominantly using socio-cultural theories to frame questions, analyse data and interpret outcomes. However, this focus ignored the very matter for which we professed a passion to understand. Indeed, research focused on the teaching and learning of chemistry has not used post-humanistic theories that acknowledge matter's agency, nor does it de-centre humans from the quest to understand the how and why of matter. This presentation will discuss post-qualitative material feminist research|practices, such as, photovoice, snaplogs and cogenerative dialogues through examining images of evocative objects that serve to bring together matter and human in the evoking of phenomena that is the focus of both epistemology and ontology. Evocative objects connect intellect and emotion (Turkel, 2007). With snap logs and photovoice participants identify evocative objects and 'snap' a digital picture, and through written (snap log) or verbal (photovoice) text explain their choice (Bramming et. al., 2012). The 'documentation facilitates students' understanding that they are 'of the world' through intra-action with an evocative object which has had the agency to engage the students. Cogenerative dialogues are a form of praxis used by students, teachers and researchers to engage in critical discussions on science classroom practices with the intent of establishing equitable teaching and learning structures by generating local knowledge, proposing and enacting changes to promote equity (Stith & Roth, 2006). When focused on power structures that impact females, cogenerative dialogues as research|pedagogy|practice considered feminist praxis (Author, 2008). This paper discusses how our scholarly 'location' within science education/science as feminist researchers places us in a transdisciplinary 'transition state*' which produces unsettled feelings, high energy and maximum entropy. In our education research we mimic the practices developed from our science experiences to focus on matter and consider the consequences of the material in framing and analyzing the research (Lykke, 2010). *Transition State: Chemical reactions involve breaking and re-formulating chemical bonds. A transition is a point in the process of breaking/forming bonds where the energy is at a maximum. The bond/s involved is/are neither formed nor broken; they are partial.
Bramming, P., Gorm Hansen, B., Bojesen, A., & Gylling Olesen, K. (2012). (Im)perfect pictures: snaplogs in performativity research. Qualitative Research in Organizations and Management: an International Journal, 7(1), 54–71. http://doi.org/10.1108/17465641211223465 Lemke, J. (2011). The secret identity of science education: Masculine and politically conservative? Cultural Studies of Science Education, 6, 287–292. Lykke, N. (2010). Feminist studies: A guide to intersectional theory, methodology and writing. London: Routledge. Stith, Ian, & Roth, Wolff-Michael (2006). Who gets to ask the questions: The ethics in/of cogenerative dialogue praxis [46 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 38. Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-38-e.htm Turkle, S. (2007). Evocative objects: Things we think with (pp. 3-10). Cambridge, MA: MIT Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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