eprintid: 10142172
rev_number: 21
eprint_status: archive
userid: 608
dir: disk0/10/14/21/72
datestamp: 2022-01-20 13:22:49
lastmod: 2023-06-15 10:40:01
status_changed: 2022-01-20 13:22:49
type: article
metadata_visibility: show
creators_name: Guerrero, GR
creators_name: Torres-Olave, B
title: Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: K91
keywords: agency, critical discourse analysis, science curriculum, scientific literacy
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: This paper aims to analyse the concepts of scientific literacy and agency in two official documents of the Chilean science curriculum. We used Fairclough's three dimensional model as critical lenses, based on critical discourse analysis, where every discursive event can be analysed: (i) as a text, (ii) as a discursive practice and (iii) as a social practice. The research questions were: ‘How are the different visions of scientific literacy operating and being promoted within the Chilean science curriculum?’ and ‘How is student and teacher agency declared in those documents?’ By understanding the curriculum as a dialectical process, as a social event between planning, executing, and evaluating education, we evidence tensions among different visions and paradigms for both concepts (scientific literacy and agency), specifically, in the transition from one cycle to another in secondary education. The first document has a predominantly neoliberal approach to scientific literacy and the second one presents a focus on citizenship, democracy, and social justice. As a social practice, in both documents, teachers appear under the idea of curriculum implementers, to a certain extent, based on a banking model where teachers are containers to receive someone else's curriculum expertise. The preceding imbalance raises potential tensions based on teacher performance and on student agency. Specifically, students must transition from a passive role and then consider themselves as active subjects who question how to produce knowledge, understanding their role within environmental conflicts within current socio-political structures for instance.
date: 2022-09
date_type: published
official_url: https://doi.org/10.1002/curj.141
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1911912
doi: 10.1002/curj.141
lyricists_name: Guerrero Hernandez, Gonzalo
lyricists_id: GRGUE55
actors_name: Zahnhausen-Stuber, Petra
actors_id: PMZAH20
actors_role: owner
full_text_status: public
publication: The Curriculum Journal
volume: 33
number: 3
pagerange: 410-426
citation:        Guerrero, GR;    Torres-Olave, B;      (2022)    Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis.                   The Curriculum Journal , 33  (3)   pp. 410-426.    10.1002/curj.141 <https://doi.org/10.1002/curj.141>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10142172/3/Guerrero%20Hernandez_Discovery_Revised%20Main%20Document-Anonymised_CDA.pdf