Towards a Post-Modern Science Education Curriculum-Discourse: Repetition of a Dream Catcher
DOI:
https://doi.org/10.11575/jet.v31i1.52452Abstract
Addressing the current crisis for renewal in the discourse of school science education may require moving from recollection of past modernistic approaches to curriculum change towards new, post-modern possibilities. Kierkegaard describes this movement as repetition, a type of dynamic conversation between groups where the sharing of knowledge and experience becomes an on-going questioning that may reveal possibilities for change in a curriculum-discourse. This paper provides an example of this repetition through a presentation that weaves a personal account of instructing a group of beginning teachers, all of aboriginal ancestry, with the metaphors of a journey and the preparation of an aboriginal dream catcher. The conversations that arise from this weaving suggest change in the curriculum-discourse of science education is a journey of being made possible as participants in this curriculum-discourse share, discuss, and examine differing cultural viewpoints.
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