From empowerment to response‐ability: rethinking socio‐spatial, environmental justice, and nature‐culture binaries in the context of STEM education
The reading starts off by explaining the effect of science based studies in education. It is explained that science based studies have a higher link to equity and justice than studies of those that support colonial structures. They explain that knowledge systems in science often are engrained with dominant groups ideologies and thus entrobes traces of sexism, racism and non-human predjudices. This is because of the way that science based knowledge is often regarded as superior and nature is regarded as “other”. Donna Harroway explains that dominant forms of knowledge conception reduce bodies to ‘passive rationalities’. However science based knowledge and quantum theory have made huge changes and challenges to the way that we perceive ‘reality’. Many epistemologies include critiques to western humanism where there is a nature-culture binary including feminism, anti-colonial and indigenious.
Feminist science discussions have a strong link to epistemology, ontology, power, justice and ethics. () Feminist science often asks questions about who is making decisions, who is it impacting and who benefits from the desisions being made? It is explained that through science studies western human assumptions and binary thinking can be broken down and discussed in relation to other equal living entities. Western humanism often disregards nature as second to human life. It is often looked at as a form of capital or consumerable which is at the disposition of humans. In order to utilise post-humanist epistemology we much recognise that “things have relations to one another independent of human thought and perception” (Snaza).
Age of reason
The age of reason was the time of enlightenment where christian religion was crtitiqued, religion at the time was the dominant ideology of Europe at the time. This was also around the time where science was being discussed in scientific societies and academia. This refers back then to the empiricism of the field of science and the dominant knowledge systems which surround science theory.
Kayumova, Shakhnoza, et al. “From Empowerment to Response-Ability: Rethinking Socio-Spatial, Environmental Justice, and Nature-Culture Binaries in the Context of STEM Education.” Cultural Studies of Science Education, Apr. 2018, pp. 1–25. link-springer-com.ezproxy.massey.ac.nz, doi:10.1007/s11422-018-9861-5.
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