TY - JOUR AU - Higgins, Marc AU - Mahy, Blue AU - Aghasaleh, Rouhollah AU - Enderle, Patrick PY - 2019/12/30 Y2 - 2024/03/28 TI - Patchworking Response-ability in Science and Technology Education JF - Reconceptualizing Educational Research Methodology JA - RERM VL - 10 IS - 2-3 SE - Articles DO - 10.7577/rerm.3683 UR - https://journals.oslomet.no/index.php/rerm/article/view/3683 SP - 356-383 AB - <p>Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).</p> ER -