Patchworking Response-ability in Science and Technology Education


  • Marc Higgins
  • Blue Mahy
  • Rouhollah Aghasaleh
  • Patrick Enderle



Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).


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How to Cite

Higgins, M. ., Mahy, B. ., Aghasaleh, R. . ., & Enderle, P. . (2019). Patchworking Response-ability in Science and Technology Education. Reconceptualizing Educational Research Methodology, 10(2-3), 356–383.

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