Abstract
This chapter deals with diversity in physics education through a discourse analytical lens by examining the discourse on diversity from different perspectives. One perspective is the utilitarian one, which sees diversity as a human resource that should not remain untapped. Thus, physics education should promote those, who, so far, have been underrepresented in physics and science careers. The other perspective is the emancipatory-humanistic one, which considers disparities in performance and careers as indicator for social inequalities resulting in limited access to physics education. From this perspective, physics education itself might contribute to social inequality as it reproduces certain patterns of inequality. The two perspectives provide different arguments for the promotion of diversity in science education and have huge influence on the common perception and justification of physics education itself. Is the primary task of physics education to “produce” economically exploitable scientific workforce, or is physics education of importance for the empowerment of the individual, and, thus, independent from economic exploitability? What does it mean for educators to promote or consider diversity in physics education in this respect? As physics teachers and science educators are agents in the process of scientific socialisation, a critical awareness of teachers and education researchers amongst diversity becomes increasingly relevant. Considering diversity in the common conceptual delineation of diversity—categorising individuals by certain characteristics from an essentialist standpoint—bears the risk of tokenising, stereotyping, “othering” and discrimination. The human rights perspective and the right to STEM education provide an approach towards a critical understanding of diversity and a framework for the empowerment of the individual.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
International Covenant on Economic, Social and Cultural Rights (ICESCR 1966)
References
Aikenhead, G. (1996): Science Education: Border Crossing into the Subculture of Science. In: Studies in Science Education, 27: 1–52
Aikenhead, G. (2006): Science Education for Everyday Life. Evidence-Based Practice. Teachers College Press, Columbia University, New York.
Bourdieu, P. (1987): Der feine Unterschied. Kritik der gesellschaftlichen Urteilskraft, suhrkamp taschenbuch wissenschaft, Bd. 658. Suhrkamp, Frankfurt/Main.
Bourdieu, P. (1991): Language and symbolic power. Harvard University Press, Cambridge.
Committee on Economic, Social and Cultural Rights (CESCR), General Comment No. 13, The Right to Education (Art.13), Twenty-first session, 8 December, 1999, available online at: http://www.unhchr.ch/tbs/doc.nsf/(symbol)/E.C.12.1999.10.En?OpenDocument (last checked: 11 June 2008).
Costa, V. (1995): When science is another world: Relationships between worlds of family, friends, school, and science. In: Science Education, 79: 313–333.
Crenshaw, K. (1989): Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. In: The University of Chicago Legal Forum, 1989, 1.
Harding, S. (1991): Whose Science? Whose Knowledge? Thinking from Women’s Lives. Cornell University Press, Ithaca, New York
Harding, S. (2006): Science and Social Inequality. Feminist and Postcolonial Issues. Race and Gender in Science Studies. University of Illinois Press, Urbana and Chicago.
Hussénius, A. (2014): Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue. In: Cultural Studies of Science Education, 9, 2: 255–262.
International Convenant on Economic, Social and Cultural Rights (ICESCR), Adopted and opened for signature, ratification and accession by General Assembly resolution 2200A (XXI) of 16 December 1966, available online at: https://www.ohchr.org/en/professionalinterest/pages/cescr.aspx (last checked: 11 December 2018).
Keeley, B. (2007): OECD Insights: Human capital. How what you know shapes your life. OECD Publishing, Paris.
Lemke, J. (1990): Talking Science: Language, Learning and Values. Language and Educational Processes. Ablex Publishing, Westport.
Lemke, J. (2011): The secret identity of science education: masculine and politically conservative? In: Cultural Studies of Science Education, 6: 287–292.
Lemke, J. (2001): Articulating communities: Sociocultural perspectives on science education. In: Journal of Research in Science Teaching, 38, 3: 296–316.
OECD (1999): Measuring students knowledge and skills: A new framework for assessment. (Organisation for Economic Co-Operation and Development). OECD, Paris.
Organisation for Economic Co-Operation and Development (OECD) (ed.), Where Immigrant Students Succeed – A Comparative Review of Performance and Engagement in PISA 2003, OECD, Paris, 2006.
Roth, W.-M. & Lee, S. (2002): Scientific literacy as collective praxis. In: Public Understanding of Science, 11, 1: 33–56.
Said, E. (1978): Orientalism. Vintage, New York.
Starl, K. (2009): The Human Rights Approach to Science Education. In: Tajmel, T. & Starl, K. [Eds.]: Science Education Unlimited. Approaches to Equal Opportunities in Learning Science, 19–36. Waxmann, Münster, New York.
Tajmel, T. (2009): Does Migration Background Matter? Preparing Teachers for Cultural and Linguistic Diversity in the Science Classroom. In: Tajmel, T. & Starl, K. [Eds.]: Science Education Unlimited. Approaches to Equal Opportunities in Learning Science, 201–214. Waxmann, Münster, New York.
Tajmel, T. (2017): Naturwissenschaftliche Bildung in der Migrationsgesellschaft. Grundzüge einer Reflexiven Physikdidaktik und kritisch-sprachbewussten Praxis. Springer VS. Wiesbaden, New York.
Tajmel, T. & Starl, K. (2005): PROMISE - Promotion of Migrants in Science Education. ETC Occasional Paper No. 18. URL: http://etc-graz.at/typo3/ index.php?id=74, last checked: 12/11/2016.
Tajmel, T., Starl, K. & Schön, L.-H. (2009): Detect the Barriers and Leave Them Behind – Science Education in Culturally and Linguistically Diverse Classrooms. In: Tajmel, T. & Starl, K. [Eds.]: Science Education Unlimited. Approaches to Equal Opportunities in Learning Science, 67–84. Waxmann, Münster, New York.
Tobin, K. (2009): Difference as a resource for learning and enhancing science education. In: Cultural Studies of Science Education, 4, 4: 755–760.
Tomaševski, K., Human Rights Obligations in Education: The 4-A Scheme, Wolf Legal Publishers, Nijmegen, 2006.
Van Eijck, M. (2013): Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives. In: Mansour, N., Wegerif, R., Milne, C., Siry, C. & Mueller, M. P. [Hrsg.]: Science Education for Diversity, Cultural Studies of Science Education, 65–78. Springer, Heidelberg New York London.
Wegerif, R., Postlethwaite, K., Skinner, N., Mansour, N., Morgan, A. & Hetherington, L. (2013): Dialogic Science Education for Diversity. Theory and Practice. In: Mansour, N., Wegerif, R., Milne, C., Siry, C. & Mueller, M. P. [Hrsg.]: Science Education for Diversity, Cultural Studies of Science Education, 3–22. Springer, Heidelberg New York London.
Websites
http://www.monsanto.com/global/in/careers/pages/diversity.aspx (last checked 01/13/2017)
http://www.nestle.com/jobs/your-career-at-nestle/your-work-life (last checked 01/13/2017)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Tajmel, T. (2019). Diversity, Human Rights and Physics Education: Theoretical Perspectives and Critical Awareness. In: Pietrocola, M. (eds) Upgrading Physics Education to Meet the Needs of Society. Springer, Cham. https://doi.org/10.1007/978-3-319-96163-7_16
Download citation
DOI: https://doi.org/10.1007/978-3-319-96163-7_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-96162-0
Online ISBN: 978-3-319-96163-7
eBook Packages: Physics and AstronomyPhysics and Astronomy (R0)