DOI:
https://doi.org/10.14483/23464712.21923Publicado:
2024-09-04Can We Teach Physics for Epistemic Justice
¿Podemos enseñar física para la justicia epistémica?
Podemos ensinar física para a justiçia epistêmica?
Palabras clave:
Epistemic justice, Physics education, Philosophy of science, Critical pedagogy (en).Palabras clave:
Justicia epistémica, Educación en física, Filosofía de la ciencia, Pedagogía crítica (es).Palabras clave:
Justiça Epistêmica, Educação em física, Filosofia da ciência, Pedagogia crítica (pt).Descargas
Resumen (en)
This article critically examines the intersection between philosophical perspectives and pedagogical practices in promoting epistemic justice within physics education. It addresses the historical context of science education movements and their impact on social equity, highlighting the persistent underrepresentation of marginalized groups in the sciences. By exploring the concepts of realism and relativism in the philosophy of science, this work discusses the challenges of integrating diverse epistemologies into physics education. It advocates for a multifaceted approach, emphasizing critical pedagogy and the inclusion of multicultural and multi-ethnic perspectives to foster a more equitable and inclusive physics curriculum. It argues that transforming physics education through ethnic-racial solidarity can enrich the discipline without falling into the relativist discourse. This document draws on the critical literature to exemplify how physics education and other physics communities can promote ethnic-racial solidarity. Through this approach, educators can create inclusive learning environments that empower students to engage critically with scientific knowledge and contribute to a more just and diverse future in physics education and practice.
Resumen (es)
Este artículo examina críticamente la intersección entre perspectivas filosóficas y prácticas pedagógicas en la promoción de la justicia epistémica para la enseñanza de la física. Aborda el contexto histórico de los movimientos de educación científica y su impacto en la equidad social, destacando la persistente subrepresentación de grupos marginados en las ciencias. Al explorar los conceptos de realismo y relativismo en la filosofía de la ciencia, este trabajo discute los desafíos de integrar epistemologías diversas en la educación en física. Aboga por un enfoque multifacético, enfatizando en la pedagogía crítica y las perspectivas multiculturales y multiétnicas para fomentar un currículo de física más equitativo e inclusivo. Argumenta que transformar la educación en física a través de la solidaridad étnico-racial puede enriquecer la disciplina sin caer en el discurso relativista. Este documento se basa en la literatura crítica para ejemplificar cómo la educación en física y otras comunidades de física pueden promover la solidaridad étnico-racial. A través de este enfoque, los educadores pueden crear entornos de aprendizaje inclusivos que capaciten a los estudiantes para comprometerse críticamente con el conocimiento científico y contribuir a un futuro más justo y diverso en la educación y práctica de la física.
Resumen (pt)
Este artigo examina criticamente a interseção de perspectivas filosóficas e práticas pedagógicas na promoção da justiça epistêmica na educação em física. Aborda o contexto histórico dos movimentos de educação científica e seu impacto na equidade social, destacando a persistente sub-representação de grupos marginalizados nas ciências. Ao explorar os conceitos de realismo e relativismo na filosofia da ciência, o artigo discute os desafios de integrar epistemologias diversas na educação em física. Defende uma abordagem multifacetada, enfatizando a pedagogia crítica e a inclusão de perspectivas multiculturais e multiétnicas para promover um currículo de física mais equitativo e inclusivo. O artigo argumenta que transformar a educação em física através da solidariedade étnico-racial pode enriquecer a disciplina sem cair no discurso do relativismo. O documento se baseia na literatura crítica para exemplificar como a educação em física e outras comunidades de física podem promover a solidariedade étnico-racial. Através dessa abordagem, os educadores podem criar ambientes de aprendizagem inclusivos que capacitem os estudantes a se envolverem criticamente com o conhecimento científico e contribuírem para um futuro mais justo e diversificado na educação e prática da física.
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