Abstract: The field of science education has struggled to create robust, meaningful forms of education that effectively engage students from historically non-dominant communities and women. This paper argues that a primary issue underlying this on-going struggle pivots on constructions of nature–culture relations. We take up structuration theory (Giddens, 1984. The constitution of society: Outline of the theory of structuration. Berkeley and Los Angeles, CA: University of California Press.) and decolonizing methodologies (Smith, 2012. Decolonizing methodologies research and Indigenous peoples (2nd. ed.). London: Zed Books.) to reflect on the structural principles of the settled expectations of nature–culture relations. We suggest that taken together both Giddens’ and Smith’s respective discussions of time-space relations provide a powerful framing for nature–culture relations. Carefully examining shifts in the temporal and spatial scales during moments of talk and action in out-of-school science activities may help to increase the field’s understanding of divergences, convergences, and productive generativity between Western science and Indigenous ways of knowing to create transformative science learning. Drawing on our work in community-based design research and studies of everyday parent–child interactions, we begin to describe emergent structural principles that may desettle normative time-space and nature–culture relations. In addition, we describe specific practices and pedagogical forms that expand views of human and non-human agency, as well as present and possible socio-ecological futures.



Abstract: There has been a growing debate within the broad field of postcolonial scholarship which seeks to challenge both its territorial boundaries with the advent of globalization and its limitations when applied to the realm of white-settler societies. The debate has been extremely fruitful in situating emerging scholarship that seeks to extend postcoloniality, its theoretical framing, and the internal processes of social categorization for peoples caught within the nation-state’s territorial sphere. Unfortunately, disability and indigeneity remain largely absent from these fresh debates; or when included, are explored as singular fields of analytical inquiry with little intersectional dialogue. With this paper, I aim to extend these nascent debates by critically engaging with both disability and indigeneity as two interlocking sites of (post)colonial nation-state power. To explicate this argument, my analysis focuses on a key historical moment in the Australian experience – the formation of the colonial white-settler society of Australia in its early years (1901–1920s), comparing and contrasting the systems of administrative management of disability and indigeneity. In doing so, the paper reveals the deep materialities of white, able-bodied, masculine, (post)colonial settler rule that bring together disability and indigeneity via gender reproductive controls. The conclusion reflects on the transformative effects of managing transgressive bodies and minds under the white able-bodied settler state and the potential this opens to negotiate practices of solidarity.











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