Atkinson, Lucy, Dunlop, Lynda orcid.org/0000-0002-0936-8149, Malmberg, Claes et al. (2 more authors) (2024) Treading carefully:the environment and political participation in science education. Cultural Studies in Science Education. ISSN 1871-1510
Abstract
Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics - specifically political participation - in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent-political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2024 |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 29 Apr 2024 14:30 |
Last Modified: | 16 Oct 2024 19:44 |
Published Version: | https://doi.org/10.1007/s11422-024-10215-5 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1007/s11422-024-10215-5 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:212089 |