Bidegurutzeak eta zirrikituak. Zientzia-hezitzaile feministen optikak eta praktikak hausnarketagai

• Albizu Mallea, Uzuri ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria, ISSN 0214-9753, Vol. 33, Nº. 1, 2021, págs. 9-41
• Idioma: euskera
• Títulos paralelos:
  • Crossroads and loopholes. A reflection upon the visions and practices of feminist science educators
• Enlaces
  • Texto completo
• Resumen
  • English

    The present paper takes the voices of six feminist science educators as a means to interro- gate systems of power within the worlds of science. It begins by highlighting the social and historical lo- catedness of scientific and gender systems as well as processes by which they have mutually constructed each other. It then describes and situates some of the experiences and discourses of feminist science edu- cators. It also identifies some effects these have had on their teaching praxis. Power is read as a construc- tive force, which argues for a centering of discourses and practices that confront and impact on the regu- lating norms of the worlds of science. For this reason, six feminist science educators are taken as expert witnesses on feminist interventions in science education. Results show that both position and positioning can be source of tension in worlds of science. The work delves into such conflicts and describes the im- pact that being a woman and a feminist has had on the interviewees’ scientific and teaching careers. As to future research, the paper concludes that narrowing the scope of the research to more specific dynamics and including students’ voices could further advance an ongoing process of reflection around this topic.

  • euskara

    Aurrean duzun lanak emakume zientzialari, hezitzaile eta feministen diskurtsoak eta bi- zipenak aztertzea du xede, zientziaren, hezkuntza zientifikoaren eta generoaren ingurukoak; halaber, es- perientzia eta ikuspegiok beraien hezkuntza praktiketan dituzten eraginetan sakondu gura du. Paradigma zientifikoen izaera sozial eta historikoa azpimarratzen du idatziak, eta bi sistemok elkar eraikitzaileak di- rela defendatzen. Boterea ez da, baina, indar soilik errepresibo legez ikusten; izaera askatzailea ere aitor- tzen zaio eta, horregatik, mundu zientifikoen baitako genero arauak berkonfiguratzen dihardutenen diskur- tso eta ekintzak dira mahaigaineratu nahi direnak. Hala, zientziaren baitan taxututako botere-harremanen dimentsio errepresibo zein produktiboen berri emateko, sei zientzialariren ahotsak biltzen ditu idatziak: genero arauek berekin dakartzaten zapalkuntzetan adituak diren emakume-ahotsak; eta zapalkuntzoi au- rre egiten arituak diren ahots feministak. Emaitzek erakusten dute bai emakume kondizioa bai posiziona- mendu feminista tentsio iturri direla mundu zientifikoetan. Areago, zientzialarion ibilbide zientifikoan zein irakaskuntzakoan talka horiek eragindako inpaktuak ezaugarritzen ditu idatziak. Etorkizuneko ikerketa il- doei dagokienez, emaitzek iradokitzen dute, eragin-ahalmena handitzeko, ikerketa-eremua txikiagotu eta ikasleriaren ahotsak aintzat hartu beharra dagoela.

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