Sociopolitical Turn in Science Education

Cristiano B. Moura is an assistant professor at the Faculty of Education at Simon Fraser University, Canada. He has a PhD in Science, Technology and Education from CEFET-RJ, Brazil. His main research interest is fostering justice-centred science education through historical approaches, drawing mainly from Cultural History of Science, Science Studies and Decolonial theories. He was recently appointed editor-in-chief for the Science & Education journal.

• I. Introduction.- 1. Foreword (Catherine Milne, New York University, USA).- 2. In the eye of the storm: for a sociopolitical turn in science education to build post-pandemic worlds (Cristiano B. Moura, Simon Fraser University, Canada).- II. Examining and discussing key concepts and discourses of science education in/for post-pandemic sociopolitical landscapes. 3. Science Education in the Anthropocene: Towards a Socio-Political Interpretation of Vision III (Jesper Sjöström, Malmö University, Sweden).- 4. On trust, identity and scientific literacy: New visions, new hopes (Lucy Avraamidou, University of Groningen, Netherlands Justin Dillon, University College London, UK).- 5. (Re)considering science education in the face of environmental injustices in pre- and post-pandemic worlds: insights from critical & decolonial nature of science (Haira Gandolfi,University of Cambridge, UK).- 6. Nature of Science in socio-political questions: What can science education learn from the pandemic? (Lena Hansson, Kristianstad University, Sweden Fanny Seroglou, Aristotle University of Thessaloniki, Greece).- 7. A Path for Transporting Philosophical Discourse on Trust in Science into School Science (Hagop A. Yacoubian,American University of Armenia, Armenia Arshak Balayan, American University of Armenia, Armenia).- 8. The imbrication of neoliberalism and sustainability: Cautious tales for science and environmental educators (Lyn Carter, Australian Catholic University, Australia).- 9. Troubling Mental health discourses in Science/Medical education in kerala (Aswathy Raveendran, Homi Bhabha Centre for Science Education, TIFR, India.).- 10. How the COVID-19 pandemic paused education & action for ecological justice (Audrey Aamodt, University of Regina, Canada, Jesse Bazzul, University of Regina, Canada).- III. Experiences, tales and local perspectives. 11. The unfinished sociopolitical turn of science education in Mexico in the new curricular framework for public education: a critical consciousness without action? (Liliana Valladares, National Autonomous University of Mexico, Mexico).- 12. Hope and Hate: Experiences, Challenges, and Possibilities of/for Queer Youth in the Aftermath of COVID-19 (Matthew Weinstein,University of Washington-Tacoma, USA Alysa Schafer, Mount Tahoma High School & University of Washington-Tacoma, USA).- 13. Class solidarity as a politico-pedagogical stance towards a justice-oriented science education (German Ahumada Albayay, PUC-Valparaiso, ChilePaulina Bravo Gonzalez, PUC-Valparaiso, Chile Betzabe Torres Olave,University of Leeds, UK).- 14. When science museums re-imagine their social roles: Responding to the COVID-19 pandemic (Ana Maria Navas, Simon Fraser University, Canada Erminia Pedretti, University of Toronto, Canada).- 15. Brazilian science education scholarship in the recent political scenario(Andreia Guerra, Federal Center for Technological Education of Rio de Janeiro, Brazil Fernanda Ostermann, Federal University of Rio Grande do Sul, Brazil Flavia Rezende, Federal University of Rio Grande do Sul, Brazil).- 16. Decolonizing Natural Sciences, Environmental and Health Education: reflections from a continuous teacher training experience (Ana G. Dumrauf, National University of La Plata, Argentina. Fernando Garelli, National University of Luján, Argentina.Silvina Cordero, National University of La Plata, Argentina.Luciano Iribarren, National University of La Plata & Director of Teacher Education of Buenos Aires Province, Argentina Raúl Esteban Ithuralde, University of Buenos Aires, Argentina).- 17. Toronto science students' education experiences of the COVID-19 syndemic (Steve Alsop, York University, Canada Darren Hoeg, York University, Canada).- IV. Imagining new futures for post-pandemic science education. 18. Slow Violence and Science Education in the Post-pandemic Times (Ajay Sharma, University of Georgia, USA , Ramnarayan Kalyanaraman, Kumaon region of Uttarakhand, India).- 19. Painting vital/viral entanglements: science education as science poethics (Thiago Ranniery, Federal University of Rio de Janeiro, Brazil).- 20. String figuring science and the sociopolitical with/in more-than-human insect worlds (Sara Tolbert, University of Canterbury, New Zealand).- 21. From a multicultural to a multinatural science education: perspectives from an Amerindian perspectivism for a post-pandemic scenario (Matheus Nascimento, Federal University of Rio Grande do Sul, Brazil Cristiano B. Moura, Simon Fraser University, Canada Bruno Ferreira dos Santos,State University of Southwestern Bahia, Brazil ).- 22. Post-pandemic Science & Technology Education: Disaster-precipitated Ecojustice Activism (J. L. Bencze, University of Toronto, Canada Lyn Carter, Australian Catholic University,Australia Isabel Martins, Federal University of Rio de Janeiro, Brazil ).- 23. Reclaiming the future:agentive-transformative science education in times of crisis (Juliano Camillo, Federal University of Santa Catarina, Brazil João Otavio Garcia da Silva, Federal University of Santa Catarina, Brazil).- 24. Heart-to-heart with science education in (anti-)catastrophic times (Anastasia Sanchez, University of Washington, USA Marc Higgins, University of Alberta, Canada).-IV. Conclusion. 25. In lieu of a conclusion (Cristiano B. Moura, Simon Fraser University, Canada).