Performativity and Postmodern Scientific Education
This article describes the main problems that science education faces in industrialised countries: a general negative opinion of the sciences, a decline in the number of students choosing to study science and a decline in the number of students signing up for doctorate programmes in science. The article puts forward the hypothesis that all this is the result of a conflicting scenario: students have postmodern identities, while education is modern. To this end, the article reviews the main philosophical and sociological ideas about post-modernity, and the criticism of modern education that has arisen from same. The article then goes on to describe the difficulty that postmodern discourse has in propounding a genuinely postmodern pedagogy. Finally, it proposes the idea that performativity theory could participate in the conflicting scenario of science education.
||Performativity, Postmodern, Scientific Education
The International Journal of Learning, Volume 16, Issue 10, pp.469-482.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.294MB).
Doctorate Student, Facultad de Pedagogía, Programa de Doctorado en Educación y Sociología., Universitat de Barcelona, Barcelona, Spain
Alexandro Escudero Nahón is a Ph.D. student at Universitat de Barcelona, Spain. His research focus on the roll of the University as an ethical project from the modernity inside the postmodernity condition. He got a Master’s degree in Higher Education at Universidad Mesoamericana, Mexico and a Master’s degree in Audiovisual Production at Universidad Internacional de Andalucía site La Rábida, Spain. He also got a Degree in Science and Communication Technologies at Institute of Higher Learning, Mexico. He has published Apre(h)ender género. Model of public sector expertise. Ed. Institute for women in Oaxaca, Mexico, 2004. He has worked as Director of Public Policies to Prevent Discrimination at the National Council to Prevent Discrimination in Mexico City, and as Director of Expertise for Public Service at the Institute for women in Oaxaca, Mexico.
Assistant Professor, Chemistry Teaching Research Group, Chemistry Department, Science Faculty, Universidad Nacional de Colombia, Bogota, Colombia
Diana M. Farías is a Ph.D. student at Universitat de Barcelona, Spain. Her research focus is historical and epistemological approach in science teaching. She got a Magister Scientiae Degree in Chemsitry a Master’s degree in Environmental Education and a Degree in Chemistry. She leads the Chemistry Teaching Research Group at Universidad Nacional de Colombia where she has worked the last ten years as professor in General Chemistry Area.
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