Decolonizing girlhood illuminates an attempt to refuse and recover the pathological representation of Indigenous refugee girls by going beyond the discourse of the Western construction of girlhood. It takes an anticolonial, critical race feminist approach to the understanding of girlhood that challenges the intersectional, racialized exclusion and the deficit representations of Indigenous refugee girls, which are often reinforced by humanitarian schemes of embodied vulnerability. The digital visual fiction stories created by Karen tribe refugee girls in a media arts summer workshop reposition their presence by creating spaces in which they can speak their own desires, share their imaginings, and portray their struggles. Through this experience, these girls challenge colonial social realities and the fantasies of democracy. Ultimately, their futuristic visual fiction acts as a form of counter-storytelling that illustrates an alternative curriculum space and flips the hegemonic script for empowerment.
Article
Refugee Girlhood and Visual Storied Curriculum
Michelle Bae-Dimitriadis
Article
Sociocultural Perspectives in Science Education
Sara Tolbert, Paulina Grino, and Tenzin Sonam
Since the late 20th century, scholarship in science education has made considerable shifts from cognitive psychology and individual constructivism toward sociocultural theories of science education as frameworks for science teaching and learning. By and large, this scholarship has attended to the ways in which both doing and learning science are embedded within sociocultural contexts, whereby learners are enculturated into scientific practices through classroom-based or scientific learning communities, such as through an apprenticeship model. Still, science education theories and practice do not systematically take into account the experiences, interests, and concerns of marginalized student groups within science and science education. Critical sociocultural perspectives in science education take up issues and questions of how science education can better serve the interests of marginalized groups, while simultaneously creating spaces for marginalized groups to transform the sciences, and science education.
These shifts in science education scholarship have been accompanied by a similar shift in qualitative research methods. Research methods in science education are transitioning from a focus on positivistic content analysis of learners’ conceptions of core ideas in science, toward more robust qualitative methods—such as design experimentation, critical ethnography, and participatory research methods—that show how learners’ identities are constituted with the complex spaces of science classrooms, as well as within larger societal matrices of oppression. The focus of this article is to communicate these recent trends in sociocultural perspectives on science education theory, research, and practice.
