|Published online: September 5, 2014||$US5.00|
This paper describes theoretical framing of methodologies used to investigate the gendered nature of science and science education. The intent of the research is to identify dominant discourses and investigate their implications on the uptake of science knowledge by Australian girls. The impetus for the research is the ongoing national and international rhetoric and debate on gender and science, which shows that gender inequality in science has perpetuated in the 21st century despite decades of research and implementation of programs to address the perceived issues. Recent studies indicate that systemic and conventional approaches that match perceived notions of gender and science generate the risk of promoting stereotyping rather than overcoming it. One suggestion for the first step away from these approaches is to bring some of the implicit notions about gender and how it interplays with the uptake of science knowledge to the foreground. In this study, a feminist post-structuralist lens is applied to research and analysis of gender issues in science and science education. The author proposes that consideration of science from different perspectives could contribute to the discovery of new and different science knowledge.
|Keywords:||Science, Science Education, Gender, Feminism, Post-Structural|
The International Journal of Diversity in Education, Volume 13, Issue 4, September 2014, pp.45-54. Article: Print (Spiral Bound). Published online: September 5, 2014 (Article: Electronic (PDF File; 147.569KB)).
Lecturer, School of Education, Charles Darwin University, Darwin, Northern Territory, Australia