In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners’ development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.
CITATION STYLE
Gough, N. (2017). Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction. Cultural Studies of Science Education, 12(4), 769–794. https://doi.org/10.1007/s11422-017-9834-0
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