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Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto-epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit-based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—“a world where many worlds fit”. This alternative allows us to reconstruct science and science-related “outcomes,” such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial1 theories of pluriversality and discuss different onto-epistemologies to be able to grapple with existing social, racial, environmental injustices, and land-based devastations.
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Social and Racial Justice as Fundamental Goals for the Field of Human Development
Social justice refers to promoting fairness, equality, equity, and rights across multiple aspects of society, including economic, educational, and workforce opportunities. A number of scholars across academia have called for a greater incorporation of social and racial justice approaches to the field of human development and have asserted that social justice constitutes both a theoretical framework as well as a set of hypotheses to investigate and understand the human condition. The emergence, experience, and awareness of social injustice needs to be better understood from a psychological and developmental perspective. Four areas that reflect theoretical changes in human development research are featured in this issue: (a) socialization theories about race; (b) ethnic/racial identity and development; (c) developmental social identity and moral reasoning; and (d) lay theories and social essentialism. Childhood is a period of intense change and development. Human development research is uniquely positioned to promote change that will contribute to challenging social and racial injustice.
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- Award ID(s):
- 1728918
- PAR ID:
- 10329646
- Date Published:
- Journal Name:
- Human Development
- Volume:
- 65
- Issue:
- 5-6
- ISSN:
- 0018-716X
- Page Range / eLocation ID:
- 257 to 269
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1159/000519698
