Treading carefully: the environment and political participation in science education

Lucy Atkinson; Lynda Dunlop; Claes Malmberg; Maria Gertrudis Wilhelmina Turkenburg; Anders Urbas

doi:10.1007/s11422-024-10215-5

Treading carefully: the environment and political participation in science education

Lucy Atkinson, Lynda Dunlop^*, Claes Malmberg, Maria Gertrudis Wilhelmina Turkenburg, Anders Urbas

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics - specifically political participation - in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent-political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.

Original language	English
Number of pages	23
Journal	Cultural Studies in Science Education
DOIs	https://doi.org/10.1007/s11422-024-10215-5
Publication status	Published - 27 Apr 2024

Bibliographical note

Access to Document

10.1007/s11422-024-10215-5Licence: CC BY

s11422-024-10215-5 (1)
© The Author(s) 2024
Final published version, 824 KBLicence: CC BY

https://link.springer.com/article/10.1007/s11422-024-10215-5

Cite this

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abstract = "Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics - specifically political participation - in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent-political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science. ",

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AU - Malmberg, Claes

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AU - Urbas, Anders

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