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A response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for life

Levinson, R; (2017) A response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for life. Cultural Studies of Science Education , 12 (4) pp. 907-913. 10.1007/s11422-017-9841-1. Green open access

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Abstract

In responding to Jesse Bazzul’s and Annette Gough’s articles I maintain that contemporary positivist science curricula cannot address the urgent issues of sustainability and biopower that confront us. Drawing on the writings and interpretations of Emmanuel Levinas I argue that contemplating the meaning of responsibility to the Other is a radically subversive activity and a means of moving from the neoliberal dominance of science education towards a science one steeped in social justice.

Type: Article
Title: A response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for life
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11422-017-9841-1
Publisher version: http://dx.doi.org/10.1007/s11422-017-9841-1
Language: English
Additional information: © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Keywords: Pedagogy, Curriculum, Levinas, Responsibility for the Other, Social Justice
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10040190
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