Actor Network Theory and STEPWISE: A Case Study on Learning About Food Justice with Plants

Abstract

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' -- that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE -- and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems -- such as dramatic climate change, preventable human diseases, species losses, and social injustices -- associated with fields of science and technology. Acknowledgements; Contents; Contributors; Part I: Preamble; Overview; The Chapters; Chapter 1: Foreword: The Significance of STEPWISE for Fostering Life-Long Sociopolitical Activism; 1.1 The Need for Radical Overhaul of Science Education; 1.2 How STEPWISE Can Play a Key Role; 1.3 Addressing Anxieties and Overcoming Problems; 1.4 Defending Charges of Bias and Indoctrination; 1.5 Turning the Critical Spotlight on Ourselves; 1.6 Taking Action: Direct or Indirect; Individual or Group?; 1.7 Engaging Students. Chapter 2: STEPWISE: A Framework Prioritizing Altruistic Actions to Address Socioscientific Issues2.1 Introduction; 2.2 Etiology of STEPWISE; 2.3 STEPWISE in Theory and Practice; 2.4 Some Research-Informed Practical Suggestions for STEPWISE Uses; 2.4.1 Students Reflect; 2.4.2 Teacher Teaches; 2.4.3 Products Education; 2.4.4 Students Practise; 2.4.5 Student-Led RiNA Projects; 2.4.6 STEPWISE in Science Teacher Education; 2.5 Summary and Futures; References; Part II: Documentaries; Overview; The Chapters. Chapter 3: School Science Ruling Relations and Resistance to Activism in Early Secondary School Science3.1 Introduction; 3.2 Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments (STEPWISE); 3.3 Context and Methodology; 3.4 Findings and Discussion; 3.5 Resistances to STEPWISE-Informed Activism; 3.6 Conclusion; References; Chapter 4: Activating Students' Conceptions and Positions on STSE Issues in Preparation for Socio-political Activism; 4.1 Introduction; 4.2 Introductory Activity Aimed at Eliciting Image-ƯGenerated Student Reactions. 4.3 Using Cooperative Learning Structures to Get Students to Express Ideas and Learn New Ideas About STSE Issues4.4 Introducing Correlational Studies to Students; 4.5 Integrating the Case Methods Approach with Cooperative Learning Structures in Order to Trigger Student Reactions Towards STSE Issues and the Eventual Creation of Products of Science and Technology; 4.6 Summary and Conclusions; References; Chapter 5: Both Sides Now: Exploring the Art of Persuasion to Enhance Actions Within a STEPWISE Framework; 5.1 Introduction; 5.2 Towards a Focus in STEPWISE Application. 5.3 Setting the Stage for Persuasive Argumentation5.4 Encouraging and Enabling Youth to Engage in Persuasive Letter-Writing; 5.5 Summary and Way Forward; References; Chapter 6: Learning About Youth Engagement in Research-Informed and Negotiated Actions on Socio-scientific Issues; 6.1 Reforming Science Pedagogy Through Research-ƯInformed and Negotiated Activism; 6.2 Building a More Balanced Science Curriculum; 6.3 Significant Theories and Philosophies That Have Inspired My Journey Through RiNA; 6.4 'Basic' Apprenticeship Activities to Introduce Students to STSE Issues and RiNA Projects.