Gendered storylines in science: finding new teaching and learning spaces

Whitehouse, Hilary (2004) Gendered storylines in science: finding new teaching and learning spaces. Primary and Middle Years Educator, 2 (1). pp. 26-29.

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When we teach science, we are not teaching our students about the 'real' nature of things, we are conveying to them narratives about what Western culture has decided the nature of things is. Although science generates reliable information about the empirical world, science is a cultural and social activity. Sandra Harding (1991) writes that science is a part of our cultural activity that continually (re)produces nature as an object of knowledge within culturally-specific forms. Evelyn Fox Keller (1996) reminds us that we need to continually ask how the ideologies of gender and science inform each other in their mutual construction. One consequence of this mutual interaction is that many of the scientific narratives through which we view this world can be seen as highly gendered, constructed through the frameworks and histories of a 'rational' science that, up until very recently, has actively excluded women from participating formally within its academy.

Item ID: 54809
Item Type: Article (Non-Refereed Research)
ISSN: 1839-468X
Keywords: gender, science teaching, curriculum
Date Deposited: 13 Aug 2018 23:58
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130308 Gender, Sexuality and Education @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 100%
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