Hegemonic and counter-hegemonic discourses in science education from the perspective of a post-critical curriculum theor
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Hegemonic and counter‑hegemonic discourses in science education from the perspective of a post‑critical curriculum theory Flavia Rezende1 · Fernanda Ostermann2 Received: 25 April 2019 / Accepted: 21 May 2019 © Springer Nature B.V. 2019
Abstract This paper explores various theories of curriculum intending to provide a new approach— which we regard as a significant theoretical contribution—to examine the broad set of different discourses that have been shaping science education. We first introduce concepts and values that support traditional and critical curriculum theories and offer some examples of international science education discourses that could be in tune with each of these approaches. We then develop a post-critical perspective (Laclau, Emancipação e diferença, EdUERJ, Rio de Janeiro, 2011) on curriculum, with emphasis on discourse theory (Laclau and Mouffe, Hegemonía y estrategia socialista: hacia uma radicalización de la democracia, Siglo XXI, Madrid, 1987) and on categories such as discourse, articulation, nodal points, antagonism and hegemony, to identify hegemonic and counter-hegemonic discourses in the scope of Brazilian science education scholarship and teacher education. Our analysis suggests that articulations and nodal points such as scientific knowledge, method and assessment have been framing traditional curriculum features that boost the hegemony of knowledge itself. On the other hand, nodal points such as gender, society, nature, curriculum and power relations have been forging the critical curriculum perspective as a counter-hegemonic discourse in the struggle for the hegemony of knowledge to do something. Nonetheless, more important than this portrait is the disclosure that antihegemonic discourses can support researchers who work for reactivating contingency and new antagonisms to transform science education. Keywords Curriculum theories · Post-critical theories · Science education scholarship · Hegemony · Antagonism
Lead Editor: Alejandro J. Gallard Martínez. * Flavia Rezende [email protected] Fernanda Ostermann [email protected] 1
Campus do Vale, Instituto de Física, Universidade Federal do Rio Grande do Sul, Av. Bento Gonçalves 9500, Porto Alegre, Rio Grande do Sul 91501‑970, Brazil
2
Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
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F. Rezende, F. Ostermann
Science education and curriculum theories: a promising encounter The expressions science education and science teaching have been used interchangeably in research articles, names of journals, academic meetings and professional associations. Although the expression science education seems to be more assimilated by the literature, it hides the fact that much of science education research has actually been more dedicated to the investigation of science teaching and learning methods, especially when it comes to the teaching of Physics (Rezende, Ostermann and Ferraz 2009). These studies frequently relegate the curriculum to the role of content organizer, rarely paying attention
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