{"product_id":"a-sociopolitical-turn-in-science-education-ebook","title":"A Sociopolitical Turn in Science Education","description":"\u003cp\u003e\u003cstrong\u003eI. Introduction.- 1. Foreword (\u003c\/strong\u003e\u003cem\u003eCatherine Milne, New York University, USA).- \u003c\/em\u003e\u003cstrong\u003e2. In the eye of the storm: for a sociopolitical turn in science education to build post-pandemic worlds (\u003c\/strong\u003e\u003cem\u003eCristiano B. Moura, Simon Fraser University, Canada).- \u003c\/em\u003e\u003cstrong\u003eII. Examining and discussing key concepts and discourses of science education in\/for post-pandemic sociopolitical landscapes. 3. Science Education in the Anthropocene: Towards a Socio-Political Interpretation of Vision III (\u003c\/strong\u003e\u003cem\u003eJesper Sjöström, Malmö University, Sweden).- \u003c\/em\u003e4. On trust, identity and scientific literacy: New visions, new hopes (\u003cem\u003eLucy Avraamidou, University of Groningen, Netherlands Justin Dillon, University College London, UK).- \u003c\/em\u003e\u003cstrong\u003e5. (Re)considering science education in the face of environmental injustices in pre- and post-pandemic worlds: insights from critical \u0026amp; decolonial nature of science (\u003c\/strong\u003eHaira Gandolfi,University of Cambridge, UK).- \u003cstrong\u003e6. Nature of Science in socio-political questions: What can science education learn from the pandemic? (\u003c\/strong\u003e\u003cem\u003eLena Hansson, Kristianstad University, Sweden Fanny Seroglou, Aristotle University of Thessaloniki, Greece).- \u003c\/em\u003e7. A Path for Transporting \u003cstrong\u003ePhilosophical Discourse on Trust in Science into School Science (\u003c\/strong\u003e\u003cem\u003eHagop A. Yacoubian,American University of Armenia, Armenia Arshak Balayan, American University of Armenia, Armenia).- \u003c\/em\u003e\u003cstrong\u003e8. The imbrication of neoliberalism and sustainability: Cautious tales for science and environmental educators (\u003c\/strong\u003e\u003cem\u003eLyn Carter, Australian Catholic University, Australia).- \u003c\/em\u003e\u003cstrong\u003e9. Troubling Mental health discourses in Science\/Medical education in kerala (\u003c\/strong\u003e\u003cem\u003eAswathy Raveendran, Homi Bhabha Centre for Science Education, TIFR, India.).- \u003c\/em\u003e10. How the COVID-19 pandemic paused education \u0026amp; action for ecological justice (\u003cem\u003eAudrey Aamodt, University of Regina, Canada, Jesse Bazzul, University of Regina, Canada).- \u003c\/em\u003e\u003cstrong\u003eIII. Experiences, tales and local perspectives. 11. The unfinished sociopolitical turn of science education in Mexico in the new curricular framework for public education: a critical consciousness without action? (\u003c\/strong\u003e\u003cem\u003eLiliana Valladares, National Autonomous University of Mexico, Mexico).- \u003c\/em\u003e\u003cstrong\u003e12. Hope and Hate: Experiences, Challenges, and Possibilities of\/for Queer Youth in the Aftermath of COVID-19 (\u003c\/strong\u003eMatthew Weinstein,University of Washington-Tacoma, USA Alysa Schafer, Mount Tahoma High School \u0026amp; University of Washington-Tacoma, USA).- \u003cstrong\u003e13. Class solidarity as a politico-pedagogical stance towards a justice-oriented science education (\u003c\/strong\u003e\u003cem\u003eGerman Ahumada Albayay, PUC-Valparaiso, Chile\u003c\/em\u003e\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePaulina Bravo Gonzalez, PUC-Valparaiso, Chile Betzabe Torres Olave,University of Leeds, UK).- \u003c\/em\u003e\u003cstrong\u003e14. When science museums re-imagine their social roles: Responding to the COVID-19 pandemic (\u003c\/strong\u003e\u003cem\u003eAna Maria Navas, Simon Fraser University, Canada Erminia Pedretti, University of Toronto, Canada).- \u003c\/em\u003e15. Brazilian science education scholarship in the recent political scenario(\u003cem\u003eAndreia Guerra, Federal Center for Technological Education of Rio de Janeiro, Brazil Fernanda Ostermann, Federal University of Rio Grande do Sul, Brazil Flavia Rezende, Federal University of Rio Grande do Sul, Brazil).- \u003c\/em\u003e\u003cstrong\u003e16. Decolonizing Natural Sciences, Environmental and Health Education: reflections from a continuous teacher training experience (\u003c\/strong\u003eAna G. Dumrauf, National University of La Plata, Argentina. Fernando Garelli, National University of Luján, Argentina.Silvina Cordero, National University of La Plata, Argentina.Luciano Iribarren, National University of La Plata \u0026amp; Director of Teacher Education of Buenos Aires Province, Argentina Raúl Esteban Ithuralde, \u003cem\u003eUniversity of Buenos Aires, Argentina).- \u003c\/em\u003e\u003cstrong\u003e17. Toronto science students' education experiences of the COVID-19 syndemic (\u003c\/strong\u003e\u003cem\u003eSteve Alsop, York University, Canada Darren Hoeg, York University, Canada).- \u003c\/em\u003e\u003cstrong\u003eIV. Imagining new futures for post-pandemic science education. 18. Slow Violence and Science Education in the Post-pandemic Times (\u003c\/strong\u003e\u003cem\u003eAjay Sharma, University of Georgia, USA , Ramnarayan Kalyanaraman, Kumaon region of Uttarakhand, India).- \u003c\/em\u003e19. Painting vital\/viral entanglements: science education as science poethics (\u003cem\u003eThiago Ranniery, Federal University of Rio de Janeiro, Brazil).- \u003c\/em\u003e\u003cstrong\u003e20. String figuring science and the sociopolitical with\/in more-than-human insect worlds (\u003c\/strong\u003e\u003cem\u003eSara Tolbert, University of Canterbury, New Zealand).- \u003c\/em\u003e\u003cstrong\u003e21. From a multicultural to a multinatural science education: perspectives from an Amerindian perspectivism for a post-pandemic scenario (\u003c\/strong\u003e\u003cem\u003eMatheus Nascimento, Federal University of Rio Grande do Sul, Brazil Cristiano B. Moura, Simon Fraser University, Canada Bruno Ferreira dos Santos,State University of Southwestern Bahia, Brazil ).- \u003c\/em\u003e22. Post-pandemic Science \u0026amp; Technology Education: Disaster-precipitated Ecojustice Activism (\u003cem\u003eJ. L. Bencze, University of Toronto, Canada Lyn Carter, Australian Catholic University,Australia Isabel Martins, Federal University of Rio de Janeiro, Brazil ).- \u003c\/em\u003e\u003cstrong\u003e23. Reclaiming the future:\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eagentive-transformative science education in times of crisis (\u003c\/strong\u003e\u003cem\u003eJuliano Camillo, Federal University of Santa Catarina, Brazil João Otavio Garcia da Silva, Federal University of Santa Catarina, Brazil).- \u003c\/em\u003e\u003cstrong\u003e24. Heart-to-heart with science education in (anti-)catastrophic times (\u003c\/strong\u003eAnastasia Sanchez, University of Washington, USA Marc Higgins, University of Alberta, Canada).-\u003cstrong\u003eIV. Conclusion. 25. In lieu of a conclusion (\u003c\/strong\u003e\u003cem\u003eCristiano B. Moura, Simon Fraser University, Canada).\u003c\/em\u003e\u003c\/p\u003e","brand":"Cristiano B. Moura","offers":[{"title":"Default Title","offer_id":53653535424839,"sku":"9783031785863","price":192.59,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0920\/5455\/2903\/files\/a-sociopolitical-turn-in-science-education-ebook-cover.webp?v=1775399151","url":"https:\/\/www.cinebuch.de\/products\/a-sociopolitical-turn-in-science-education-ebook","provider":"CineBuch","version":"1.0","type":"link"}