Urban African American Girls’ Identity & Science
Looking Back and Moving Forward in Academia
Kathryn Scantlebury and Sonya Martin
Kathryn Scantlebury, Judith Meece and Jane Butler Kahle
Vicente Talanquer, Kathryn Scantlebury and Larry Dukerich
Challenges, Choices and Careers
Edited by Kathryn Scantlebury, Jane Butler Kahle and Sonya N. Martin
The topics include: discussing how their engagement with science impacted their career trajectories and re-direction from science to science education, the relationships of cultural and racial factors on career trajectories, and the dialectical relationship between women’s private|public lives and their agency (collective and individual) in the academy and its enactment within academic fields. The book documents the lives and careers of academic women in science education from the United States, Australia, the Caribbean, United Kingdom, and Europe.
Karen Tonso, Kathryn Scantlebury, Wolff-Michael Roth and Kenneth Tobin
Exploring the Role of Materiality in Science Education through the Lens of Baradian Theory
Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury
Applying Karen Barad’s post humanist theory, we explore how techno-scientific practices allow us to investigate the rich context of education in the making. Such perspectives lead us to argue for a focus on how material-discursive practice emerge through the intra-activity between human and matter agents as a source of locally intelligible phenomena. Traditional humanist models of teaching and learning locate agential responsibility in a specific human agent, which serves to separate the world of education into dichotomies: the teacher from the taught, the knower from the known, the self from other, and the object from the subject. Baradian theory challenges us to focus instead on intra-actions, which do not assume pre-existing object agents but accepts that it is through specific intra-actions that phenomena in all their complexity emerge. We must work from the perspective that agential responsibility, which constitutes responsibly embodied engagement in a material world, and recognize that there are consequences, possibilities, and responsibilities for intra-actions. Drawing on examples from co-teaching, self-assessment and emergent classroom practice, we use Barad’s theory, specifically her notions of agential realism, diffraction and entanglement, to propose models of practice that make intra-actions the focus with the goal of making learning more ethical, affective and inclusive.