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Abstract School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school‐ and university‐based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers. Four theoretical perspectives (social semiotics and multimodality; dramatizing and the embodied mind; dismantling master narratives for minoritized peoples; and the relationship of knowledge production and identity construction) framed this multiple case study of classes of elementary and middle school students who made sense of and communicated science concepts and practices through embodied performances. The study provided evidence that embodied science representations afford students abundant opportunities to construct science knowledge and positionings that support engagement with science, whether performed on a small scale in classrooms, or for the whole school through a large‐scale science play. Embodied dramatizing led to opportunities for collective meaning making as student‐performers coordinated across various movements and modes in order to represent ideas. Multiple enactments of the same concept nurtured the development of multi‐dimensional scientific, sociocultural, and sociopolitical meanings. During embodiments, students positioned themselves and others in ways that allowed expanded science identities to become possible, intertwined with other salient identities. By treating children's bodies as sites of knowledge, imagination, and expertise, integrating performing arts and science has the potential to facilitate the development of connections among ideas and between self and ideas.
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This content will become publicly available on May 1, 2026
Mother-Led Science: Rethinking Science-Based Social Movements Through Temporality and Care
This article explores the subjective and temporal modes of organizing underlying science-based social movements through an analysis of two mother-led movements in Argentina. The Abuelas de Plaza de Mayo appropriated forensic anthropology and nascent DNA technologies to identify their disappeared grandchildren during the 1976–83 dictatorship. The Madres de Ituzaingó Anexo developed community-led epidemiology studies and agrochemical contamination mapping to argue for a causal relation between intensive pesticide use and high rates of childhood illnesses. We focus on how these movements delineate visions of time, responsibility, and collective action by closely examining the underlying histories and practices of each social movement as they politicized motherhood and appropriated scientific practice. We offer the concept ofmother-led sciencethrough the temporal registers of constancy,desgaste, and durability to illuminate the iterative relationship between care work, creating sustainable communities and institutions, and the fragile processes of stabilizing facts. Mother-led science, with its dual claims to scientific authority in an epistemic register and maternal authority in an affective register, articulates a potent form of scientific organizing. We suggest that these affective temporalities may be present across all science-based social movements but can be obscured by narratives of linear progress toward objective truths.
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- Award ID(s):
- 1944981
- PAR ID:
- 10648334
- Publisher / Repository:
- Sage
- Date Published:
- Journal Name:
- Science, Technology, & Human Values
- Volume:
- 50
- Issue:
- 3
- ISSN:
- 0162-2439
- Page Range / eLocation ID:
- 451 to 477
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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