LEADER 03838nam 22005655 450 001 9910254963603321 005 20230810185904.0 010 $a3-319-39132-1 024 7 $a10.1007/978-3-319-39132-8 035 $a(CKB)3710000000717913 035 $a(DE-He213)978-3-319-39132-8 035 $a(MiAaPQ)EBC4531681 035 $a(EXLCZ)993710000000717913 100 $a20160524d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEthics and Science Education: How Subjectivity Matters /$fby Jesse Bazzul 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (VIII, 67 p. 1 illus. in color.) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 $a3-319-39130-5 320 $aIncludes bibliographical references at the end of each chapters. 327 $aChapter 1: Science Education as a Site of Struggle -- Chapter 2: The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Chapter 3: The ?Ethical Subject? of Science Education -- Chapter 4: Science Education and Subjectivity in (Bio)political Context -- Chapter 5: Egalitarian Politics and the Dimensions of An Ethical Self -- Afterword: Different concepts and tools to bring about an ethically and politically engaged science education. . 330 $aThis book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources. Its basis comes from a textbook study that examined how biology texts work to constitute subjectivities related to neoliberalism and global capitalism, sex/gender and sexuality, and ethics. The study found that textbook discourses set limits on a) the types of ethical concerns represented b) the modes of ethical engagement c) the dispositions necessary to engage in ethical action or decision-making. Policy reform, regulation, and personal lifestyle choices were the primary ways students could approach ethical decision-making or action. While these approaches are useful, they are likely not sufficient for dealing with major twenty first century problems such as climate change and social inequality, along with new ethical dimensions introduced by biotechnologies and genomic research. This research brief sets a context for how discourses of science education policy and curricula work to shape a ?subject of ethics?, that is how students come to see themselves as participants in issues of ethical concern. Drawing from a structural-poststructural philosophical approach, Science and Technology Studies, educational research, and a methodology based on discourse analysis and ethnography, this book's overall goal is to assist with research into subjectivity, ethics, politics, policy, and socioscientific issues in science education. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aScience$xStudy and teaching 606 $aEducation$xPhilosophy 606 $aEducation$xCurricula 606 $aScience Education 606 $aEducational Philosophy 606 $aCurriculum Studies 615 0$aScience$xStudy and teaching. 615 0$aEducation$xPhilosophy. 615 0$aEducation$xCurricula. 615 14$aScience Education. 615 24$aEducational Philosophy. 615 24$aCurriculum Studies. 676 $a375.001 700 $aBazzul$b Jesse$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060145 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254963603321 996 $aEthics and Science Education: How Subjectivity Matters$92511378 997 $aUNINA