EcoJust STEM Education Mobilized Through Counter-Hegemonic Globalization

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This chapter provides the readers with what it believes to be ecojust alternatives to neoliberalism-influenced science, technology, engineering, and mathematics (STEM) education projects. In doing so, it seems to have attended different ontological, epistemological, and axiological perspectives on STEM education. The chapter suggests that reformers launch a program of counter-hegemonic globalization that, rather than “re-inventing the wheel”, “capitalizes” on many existing actants in capitalist networks, including, among many, electronic social networks, educational entities, and transnational agencies. One approach to school science that prioritizes social justice and environmental sustainability is the STEPWISE program. The chapter presents the cases in which university-based science teacher educators from different institutional contexts around the world describe alternatives to neoliberalism-influenced STEM education. They are: towards globalization as possibility; science education guided by social and ecojustice principles; connecting pre-service teachers to social movements; considering ‘the other’ in science teacher education; socio-technical controversies in and out of classrooms. © 2019 John Wiley & Sons, Inc. All rights reserved.

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The Wiley Handbook of Global Educational Reform

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