Liberatory Science Education: Weaving Connections Between Feminist Theory and Science Education

Abstract

Feminist theory provides a refreshing lens from which to reflect on inclusiveness in science education. The conceptual framework central to this effort stems from attempts to rethink the nature of science and science education rather than from a belief that equality in the sciences can be reached through the implementation of compensatory programs for women and minorities. This marks a fundamental shift in thinking in science education circles because it shifts the reform focus from centering on the deficiencies held by women or minorities to deficiencies and discriminatory practices in science and education. This shift in thinking raises such questions as, “Can a science and science education be constructed that is liberatory, rather than oppressive, to those students who historically have been marginalized by the science endeavor?” and “Can we teach a science that is open to multiple ways of knowing in order to help all students value the contributions made by those traditionally silenced in science?” In this article, I utilize this shift in thinking to argue that feminist theory pushes at the boundaries of the conversation regarding teaching science to all students through the construct of “liberatory education.” Reflecting on my own teaching and learning experiences, I work through some of the underlying assumptions that guide efforts to reform science teaching and learning for all students, and suggest that critiques of science, knowledge of positionality, and efforts to construct new language are essential in the process of constructing a science education for all.

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